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Asian Journal of Early Childhood and Elementary Education
Published by Lembaga Yasin Alsys
ISSN : 30257565     EISSN : 30256917     DOI : https://doi.org/10.58578/ajecee
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Asian Journal of Early Childhood and Elementary Education [3025-7565 (Print) and 3025-6917 (Online)] is a double-blind peer-reviewed, and open-access journal to disseminating all information contributing to the understanding and development of Early Childhood and Elementary Education. Its scope is international in that it welcomes articles from academics, researchers, graduate students, and policymakers. The articles published may take the form of original research, theoretical analyses, and critical reviews. AJECEE publishes 6 editions a year in February, April, June, August, October, and December. This journal has been indexed by Harvard University, Boston University, Dimensions, Scilit, Crossref, Web of Science Garuda, Google Scholar, and Base.
Arjuna Subject : Umum - Umum
Articles 121 Documents
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Early Intervention as the Foundation for Early Childhood Math Learning Odiri, Onoshakpokaiye E.; Blessing, Onyekeshin Ishioma
Asian Journal of Early Childhood and Elementary Education Vol 4 No 1 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v6i1.8855

Abstract

This study examines the effects of focused instructional strategies on young children’s conceptual growth in mathematical reasoning and explores how early numeracy abilities influence later mathematical achievement and broader cognitive development. Drawing on empirical research from diverse educational settings, it compares traditional instruction and play-based learning (PBL), both of which are shown to support the development of early arithmetic skills, with particular attention to student engagement, cognitive growth, and numeracy competence. The review analyzes how early mathematical skills, such as number sense, spatial reasoning, and problem-solving—shape academic performance into adolescence and discusses the roles of play-based learning, technology-enhanced approaches, and structured instruction in fostering these foundational concepts. Employing a qualitative approach, the study synthesizes relevant literature on cognitive readiness, early childhood mathematics development, instructional and play-based interventions, and conceptual growth in early mathematics, as well as the longitudinal impact of early childhood mathematics on later academic outcomes. Overall, the findings underscore early intervention as a critical foundation for early childhood mathematics learning and highlight the need for carefully designed pedagogical strategies that integrate play, explicit instruction, and rich learning environments to optimize young children’s mathematical and cognitive development.
Teachers’ Perceptions of Inadequate Outdoor Play Among Preschool Children in Aba, Abia State, Nigeria Nwachukwu, Emmanuel Lucas; Egbue, Nwamaka Goodness; VictorNwakaku, Ijeoma; Ikechukwu, Unegbu Lasbrey
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9209

Abstract

Although outdoor play is widely recognized as essential to early childhood development, its provision in many preschool settings remains inadequate. This study examined preschool teachers’ perceptions of inadequate outdoor play provision in Aba, Abia State, Nigeria, with particular attention to its availability, developmental implications, and implementation constraints. A descriptive survey design was employed involving teachers in registered public and private preschools. Using multistage sampling based on Yamane’s formula with a 5% margin of error, 212 questionnaires were distributed, and 200 valid responses were analyzed. Data were analyzed using descriptive statistics and chi-square tests. The findings indicate that outdoor play provision remains inadequate, as reflected in limited space, restricted daily access, insufficient time allocation, and safety concerns (cluster mean = 2.26). Teachers also agreed that limited outdoor play adversely affects children’s physical activity, peer interaction, classroom behaviour, and attention regulation (cluster mean = 3.47). No significant subgroup differences were identified. These findings reveal a persistent gap between teachers’ recognition of the developmental importance of outdoor play and the structural conditions constraining its implementation. The study concludes that improving outdoor play provision requires stronger facility standards and greater reinforcement of play-based pedagogy in early childhood education settings.
Upaya Meningkatkan Kemampuan Mengenal Huruf Hijayyah pada Anak Usia Dini melalui Permainan Dadu di KB Permata Ibu Desa Tanjung Kecamatan Koto Kampar Wengsi, Aswira; Rahmah, Rahmah; Suparmi, Suparmi
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9258

Abstract

The ability to recognize hijaiyah letters is an important foundation for language development and religious education in early childhood. However, observations at KB Permata Ibu in Tanjung Village revealed that the learning process still faced several challenges, particularly the limited use of engaging instructional media and children’s low interest in recognizing hijaiyah letters. This study aimed to improve early childhood learners’ ability to recognize hijaiyah letters through the use of a dice game as a learning medium. The study employed a classroom action research design conducted in two cycles, involving 15 children aged 4–5 years at KB Permata Ibu, Tanjung Village. Data were collected through observation and documentation and were analyzed using percentages. The findings showed that the children’s ability to recognize hijaiyah letters improved in each cycle, increasing from 45.44% in the first meeting of Cycle I to 61.38% in the second meeting, then rising further in Cycle II to 71.13% in the first meeting and reaching 81.58% in the second meeting, categorized as developing very well. These findings indicate that the use of the dice game was effective in improving children’s ability to recognize hijaiyah letters. The study implies that game-based instructional media can enhance children’s motivation, concentration, and interest in learning, thereby making the process of recognizing hijaiyah letters more enjoyable and interactive.
Upaya Meningkatkan Motorik Halus Anak Usia 5-6 Tahun melalui Kegiatan Mengepang (Lidi Pelepah Sawit) di TK Tunas Harapan Desa Kuntu Kecamatan Kampar Kiri Kabupaten Kampar Marias, Marias; Herlinda, Susi; Suparmi, Suparmi
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9259

Abstract

Fine motor development is an important aspect of early childhood development because it contributes to hand–eye coordination. However, preliminary observations at TK Tunas Harapan Kuntu, Kampar Kiri Subdistrict, Kampar Regency, showed that the fine motor skills of most children aged 5–6 years had not developed optimally due to the limited variety of instructional media and teaching methods used by teachers. This study aimed to improve children’s fine motor skills through braiding activities using natural materials in the form of oil palm frond sticks. The study employed a classroom action research method using a cyclical model that included the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 15 Group B children aged 5–6 years. Data were collected through observation and documentation and were analyzed using quantitative descriptive techniques with percentages. The results showed that the children’s fine motor skills improved gradually, from 47.46% in Cycle I, Meeting I to 65.62% in Cycle I, Meeting II, then increasing to 71.00% in Cycle II, Meeting I, and reaching 81.17% in Cycle II, Meeting II. These results exceeded the predetermined success indicator of 80%, indicating that braiding activities using oil palm frond sticks were effective in improving the fine motor skills of children aged 5–6 years. This study implies that the use of natural materials as learning media can serve as an effective, economical, and enjoyable alternative for supporting the development of fine motor skills in early childhood.
Upaya Meningkatkan Kreativitas Anak melalui Bentuk-Bentuk Geometri pada Anak Usia 4-5 Tahun di KB Permata Ibu Desa Tanjung Kecamatan Koto Kampar Oktaviani, Yelly Marike; Rahmah, Rahmah; Suparmi, Suparmi
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9260

Abstract

Creativity is an important aspect of early childhood development that needs to be stimulated through engaging and meaningful learning activities. However, observations at KB Permata Ibu in Tanjung Village, Koto Kampar Subdistrict, showed that the creativity of children aged 4–5 years remained relatively low due to monotonous teaching methods, limited stimulation for creative expression, and insufficient supportive learning media. This study aimed to enhance children’s creativity through play and creative activities using geometric shapes. The study employed a classroom action research method conducted in two cycles, each consisting of planning, action implementation, observation, and reflection. The research subjects comprised 15 children aged 4–5 years at KB Permata Ibu. Data were collected through observation and documentation using a creativity observation sheet covering the ability to create products from geometric shapes, produce original work, explain the finished product, and describe the work flexibly. The data were analyzed using quantitative descriptive techniques with percentage formulas. The results showed that children’s creativity improved significantly, from 42.7% in Cycle I, Meeting 1 to 60.78% at the end of Cycle I, then increased to 71.29% in Cycle II, Meeting 1, and reached 81.92% at the end of Cycle II, categorized as developing very well. These results exceeded the predetermined success indicator of ≥75%. Thus, play and creative activities using geometric shapes were proven effective in enhancing early childhood creativity. This study implies that the use of varied, creative play-based learning media can serve as an effective strategy for early childhood education teachers in fostering children’s creativity.
Strategi Guru dalam Mengembangkan Kreativitas Anak Usia 4-5 Tahun melalui Kegiatan Seni Rupa di KB Bhakti Pertiwi Kecamatan Kampar Kiri Hilir Cici, Cici; Herlinda, Susi; Herwina, Herwina
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9274

Abstract

The creativity development of children aged 4–5 years in visual arts activities at KB Bhakti Pertiwi, Kampar Kiri Hilir Subdistrict, has not developed optimally, as indicated by the children’s continuing difficulties in expressing ideas and imagination through drawing, coloring, and pasting activities. This study aims to describe teachers’ strategies in developing children’s creativity through visual arts activities. This study employed a qualitative approach with a descriptive method. The research subjects consisted of 13 children aged 4–5 years, with two main informants, namely the principal and the classroom teacher. Data were collected through observation, interviews, and documentation, and were then analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results showed that teachers’ strategies in developing children’s creativity were implemented through three main stages, namely planning, implementation, and evaluation. At the planning stage, the teacher prepared the RPPH, media, and interesting visual arts materials that were appropriate to the children’s characteristics. At the implementation stage, the teacher gave children the freedom to express themselves through drawing, coloring, and collage activities without pressure, accompanied by motivation and positive support. At the evaluation stage, the teacher assessed the process and the children’s work results and provided appreciation for every effort made. The research findings showed that most children were in the categories of Developing as Expected and Developing Very Well. Thus, learning strategies that provide freedom of expression, emotional support, and the use of varied art media contribute to the optimal development of early childhood creativity.
Implementasi Kegiatan Bercocok Tanam dalam Pembelajaran Sains Anak Usia 4-6 Tahun (Penelitian Kualitatif Deskriptif di TK Kemala Bhayangkari 05 Serang Banten) Batshila, Alfia; Khosiah, Siti; Sayekti, Tri
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9277

Abstract

Science learning in early childhood often remains abstract and provides limited direct experience, so children’s involvement in the learning process has not yet been optimal. Therefore, contextual and real experience-based learning activities are needed, one of which is planting activities. This study aims to describe the implementation of planting activities in science learning for children aged 4–6 years at TK Kemala Bhayangkari 05 Serang, Banten. This study employed a qualitative approach with a descriptive method. The research subjects consisted of teachers, the principal, and children aged 4–6 years. Data were collected through observation, interviews, and documentation, and were then analyzed through the stages of data reduction, data display, and conclusion drawing, with data validity tested using source and technique triangulation. The results showed that the implementation of planting activities was carried out through three main stages, namely planning, implementation, and learning evaluation. This activity was able to increase children’s active involvement in science learning and develop science process skills, such as observing, asking questions, and communicating observation results. Children were also able to understand the concepts of plant growth and the needs of living things more concretely. In addition, planting activities fostered environmental awareness and responsibility in children. Thus, planting activities can become an effective, contextual, and meaningful science learning strategy for early childhood. The implications of this study indicate that science learning based on direct experience can improve the quality of learning and encourage teachers to develop more creative and environment-based learning activities.
Peran Keterlibatan Orangtua dalam Mengembangkan Sosial-Emosional Anak Pra-Sekolah Wijaya, Verlianti M; Asmawati, Luluk; Sayekti, Tri
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9279

Abstract

The social and emotional development of early childhood is an important aspect in the formation of character and the ability to interact at subsequent stages of development. However, not all children receive optimal support from the family environment, especially in the form of parental involvement in the process of child care and education. This study aims to describe the role of parental involvement in developing the social and emotional abilities of children aged 5–6 years at TK Putra II Serang, Banten. This study employed a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The research subjects included children aged 5–6 years in Group B2, parents, and teachers at TK Putra II Serang. Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing based on the Miles and Huberman model. The results showed that parental involvement played an important role in children’s social and emotional development through the provision of emotional support, positive behavioral role modeling, and active participation in children’s daily activities. Children who received attention and assistance from their parents tended to have better self-confidence, better socialization skills, and more stable emotional regulation abilities. These findings emphasize that the active role of parents as educators, mentors, and role models influences the optimization of children’s social and emotional development. The implications of this study indicate the importance of increasing parental awareness and sustained involvement in supporting children’s development from an early age in order to achieve optimal social and emotional development.
Upaya Satuan PAUD untuk Mengoptimalkan Kreativitas Anak Usia Dini dalam Kegiatan Menggambar Bebas Putri, Felicia Yorenda; Kusumawardani, Ratih; Aprilyanti, Dian Surya
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9281

Abstract

Creativity is one of the important aspects of early childhood development that needs to be fostered through learning activities that provide space for children to express themselves. However, in practice, art activities in Early Childhood Education (ECE) institutions often remain structured and have not fully provided children with the freedom to develop their imagination. This study aims to describe the efforts of an ECE institution in optimizing early childhood creativity through free drawing activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of the principal, teachers, and children at TK Kemala Bhayangkari 05 Serang City. Data were collected through observation, in-depth interviews, and documentation, and were then analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results showed that free drawing activities were carried out regularly as part of journal activities in the classroom by providing various drawing media, such as colored pencils, crayons, markers, watercolor paints, and acrylic paints. The teacher acted as a facilitator who created a safe, comfortable learning atmosphere and did not limit children’s ideas, so that children could express their imagination and feelings freely. This activity proved to be able to enhance children’s creativity, as indicated by their courage in expressing ideas, the variety of drawing forms, and their ability to explain their work. Thus, free drawing activities supported by adequate media, a conducive learning environment, and the teacher’s facilitative role can optimize the development of early childhood creativity. The implications of this study emphasize the importance of implementing art activities that highlight children’s creative process in ECE learning.
Pola Asuh Orangtua dalam Penanaman Nilai Agama dan Budi Pekerti di KB Uwais al Qorni Desa Sungai Harapan Kabupaten Kampar Yusmaleni, Yusmaleni; Wilyanita, Nopa; Herwina, Herwina
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9363

Abstract

Although the instillation of religious values and moral character in early childhood has become an important concern in family education, studies that specifically describe parenting patterns in this context remain relevant for further exploration. This study aims to describe parenting patterns in instilling religious values and moral character in early childhood at KB Uwais Al Qorni, Sungai Harapan Village, Kampar Regency. This study used a field research method with a descriptive qualitative approach. The research subjects consisted of six parents of students who were selected purposively. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results showed that parents applied three types of parenting patterns, namely democratic, authoritarian, and permissive. Democratic parenting was the most dominant pattern, characterized by two-way communication, role modeling, habituation of worship, and the application of clear boundaries while still respecting the child’s opinions. Authoritarian and permissive parenting patterns were also found, although they were generally combined with democratic parenting. These findings show that the appropriate application of parenting patterns has a positive effect on the formation of children’s discipline, responsibility, politeness, and worship habits. The conclusion of this study emphasizes the importance of parents’ consistency in applying democratic parenting and the need for good cooperation with the school to strengthen the instillation of religious values and moral character in a sustainable manner.

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