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Contextualizing Martial Arts Pedagogy in Early Childhood Education: Taekwondo and the Development of Gross Motor Competence in Indonesia Anita Damayanti; Ummatun Najiha; Eka Mawar Izzatuttadzkiroh; Festo Beda Nguru; Frank Angelo Abayog Pacala; Francis Kyambo William
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i1.197

Background of the study: Gross motor competence in early childhood predicts later physical literacy, academic readiness, and psychosocial adjustment. Although structured physical activity is increasingly integrated into early childhood education, research on martial arts–based extracurricular programs for preschoolers remains limited, particularly within formal institutional settings in developing contexts. Aims and scope of paper: This study examines how a developmentally adapted Taekwondo extracurricular program supports gross motor development among children aged 5–6 years at TK Kemala Bhayangkari 79, Indonesia. It analyzes both the pedagogical structure of the program and its developmental implications within movement-based early childhood education. Methods: A qualitative phenomenological case study design was employed to explore participants’ lived experiences and institutional practices. Data were collected through non-participant observations of training sessions, semi-structured interviews with the head coach, assistant coach, and school principal, and document analysis. Participants included enrolled children and adult stakeholders involved in implementation. Data were analyzed using the interactive model of Miles and Huberman, including data condensation, display, and conclusion drawing to ensure analytical rigor. Results: The Taekwondo program, initiated in September 2025, was developmentally structured with warm-ups, core technique practice, and cool-down phases emphasizing discipline, emotional regulation, and playful engagement. Supported by tiered supervision from coaches and teachers, the program enhanced children’s balance, coordination, strength, flexibility, body control, concentration, and behavioral self-regulation. Effective implementation relied on coaches’ pedagogical sensitivity and age-appropriate communication. Contribution: This study reconceptualizes martial arts as a developmentally responsive pedagogical intervention rather than merely a competitive sport. Situated in Indonesia as part of the Global South, it provides context-sensitive evidence that challenges Western-centric models of physical literacy and expands theoretical discussions on culturally responsive physical education in early childhood. The findings also call for mixed-method and quasi-experimental research to strengthen causal inference and scalability across diverse educational contexts.

Reframing STEAM in Early Childhood Education: A Qualitative Study of Its Role in Fostering Social Competence in Indonesian Kindergarten Contexts Aisyatuz Zahrah; Nur Alfin Mazidah; Nur Aini; Rany Oktavia R.; K. M. N. T. K. Bandara; Ricardo F. Uy Jr; Hanandita Veda Saphira
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i1.208

Background of the study: Although STEAM (Science, Technology, Engineering, Arts, and Mathematics) is widely implemented in early childhood education to enhance cognitive and creative outcomes, its contribution to social competence remains underexplored, particularly in non-Western contexts. In Indonesian early childhood settings, STEAM practices largely prioritize measurable cognitive achievement, limiting recognition of its potential as a socially mediated learning approach. Aims and scope of paper: This study aims to reconceptualize STEAM in ECE by examining how STEAM-based learning activities facilitate the development of social competence among children aged 5–6 years in an Indonesian kindergarten context. Methods: A qualitative descriptive design was employed at Annahusada Kindergarten. Data were generated through prolonged classroom observations of group-based STEAM project activities, semi-structured interviews with classroom teachers, and analysis of children’s learning documentation. The data were analyzed using thematic analysis involving systematic coding, categorization, and interpretation of recurring interactional patterns. Credibility and trustworthiness were ensured through methodological triangulation across data sources and techniques. Results: The findings indicate that STEAM learning, when structured as collaborative project-based inquiry, creates meaningful contexts for peer interaction and shared problem-solving. Three dominant dimensions of social competence emerged: cooperative behavior, communicative negotiation, and active participatory engagement. Empathic dispositions developed more progressively, particularly through role allocation, peer scaffolding, and task-related assistance. These findings position STEAM not solely as an interdisciplinary cognitive model but as a socio-constructivist learning ecology that supports interpersonal skill development. Contribution: This study contributes to the expanding discourse on STEAM in early childhood education by reframing it as an integrative pedagogical approach that simultaneously advances cognitive and social developmental objectives. By providing empirical evidence from the Indonesian context, the study enriches global STEAM scholarship and offers practical implications for designing socially responsive and culturally grounded STEAM curricula in early learning environments.

Reimagining Early Childhood Education in Southern Africa: Transforming Fragmented Curriculum through Cultural Pedagogy Pinias Chikuvadze; Christopher Mutseekwa; Claretah Makuvire; Joseph Zuva
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i1.209

Background of the study: This paper centres on cultural pedagogy and its influence on transforming fragmented approaches into holistic, inclusive frameworks that nurture identity, community values, and lifelong learning. Aims and scope of paper: This study aims to transform fragmented Early Childhood Education (ECE) curricula in Southern Africa by embedding cultural pedagogy that nurtures holistic child development and strengthens cultural identity. It focuses on examining existing frameworks to identify gaps in cultural relevance while exploring indigenous knowledge systems, storytelling, play, and community-based practices as tools for curriculum transformation. Finally, the study sought to propose an integrated model that fosters identity formation, social cohesion, and lays strong foundations for lifelong learning. Methods: A systematic review approach guided by the PRISMA framework was employed to cross-examine 79 sources purposively selected from targeted databases (Scopus, Web of Science, DOAJ, AJOL, and Scielo, SA). Thematic analysis was employed to identify trends and gaps linked to cultural pedagogy and curriculum transformation in ECE across Southern Africa. Results: Based on the results, it was drawn that Ubuntugogy and chat theory formed the theoretical underpinning of cultural pedagogy in the ECE space. It was also revealed that curriculum fragmentation and pedagogical marginalisation were influenced by the historical, structural, and institutional factors. The results acknowledged the significance of language, storytelling, music, and play in nurturing culturally grounded ECE. In addition, the reviewed sources argued for inclusive curriculum frameworks, integration of cultural pedagogy into ECE policies, and a paradigm shift towards child-centred and community-based learning. Lastly, the selected sources emphasised the challenges and opportunities in redefining fragmented ECE curriculum across Southern Africa. Contribution: This study contributes by providing a culturally responsive framework that addresses fragmented early childhood curricula in Southern Africa. It offers practical insights for educators, policymakers, and communities to design inclusive programmes that strengthen identity, social cohesion, and lifelong learning foundations.

A Qualitative Framework of Teacher-Mediated Fine Motor Skill Scaffolding in Low-Resource Early Childhood Settings Ahmed Ademola Oyeyemi; Pascal Roubides; Ronato S. Ballado; Vanessa Vinodhen; Workineh Kebede; Tlalane Mosae; Ryan Angga Pratama; Onesme Niyibizi
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i1.220

Background of the study: Fine motor development is essential for early academic readiness, autonomy, and self-confidence. Although prior research emphasizes its importance, limited attention has been given to how teachers scaffold fine motor skills in low-resource early childhood settings, where access to standardized materials is often constrained. Aims and scope of paper: This study aims to develop a qualitative framework explaining how teachers scaffold fine motor development through everyday instructional practices in low-resource early childhood settings. It examines strategies for assessing children’s abilities, adapting learning activities, and using locally available materials to address developmental variability among children aged 5–6 years. Methods: A qualitative descriptive approach was employed at Kindergarten Anugerah, an early childhood education institution. Data were collected through classroom observations and semi-structured interviews with early childhood teachers. Observational data captured real-time learning activities and teacher–child interactions, while interviews elicited teachers’ pedagogical reasoning and professional reflections. Data were analyzed using an interactive thematic analysis model to identify recurring patterns and instructional practices. Results: The findings indicate that teachers actively engage in diagnostic observation to identify variations in children’s fine motor development. Instructional scaffolding was implemented through the adaptive use of low-cost and locally available materials, including beach sand, modeling clay, textured objects, and art-based activities such as tearing, folding, and collage-making. Teachers emphasized creativity, hands-on engagement, and flexible instructional responses as key mechanisms for supporting children with delayed fine motor skills. Contribution: This study develops a qualitative framework of teacher-mediated fine motor scaffolding in low-resource early childhood settings. The framework explains how assessment, material adaptation, and responsive instruction interact to support fine motor development. By foregrounding the role of educators in resource-constrained environments, the study extends fine motor pedagogy beyond resource-rich contexts and provides transferable insights for early childhood education in the Global South.

Deep Learning in Early Childhood Education: A Systematic Review of Mindful, Joyful, and Meaningful Pedagogical Integration in the Indonesian Context Bunga Tri Miftakhul Jannah; Dwi Vera Yuliana; Dias Putri Yuniar
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i1.231

Background of the study: Early Childhood Education (ECE) is a foundational developmental stage shaping cognitive and socio-emotional growth. However, instructional practices in many contexts—particularly in developing countries—remain dominated by surface-learning approaches that emphasize memorization over conceptual understanding and reflection. Although deep learning has gained prominence in educational discourse, its integration within early childhood pedagogy remains conceptually fragmented and insufficiently synthesized. Aims and scope of paper: This study aims to systematically review and synthesize theoretical and empirical evidence on the implementation of deep learning in Indonesian Early Childhood Education. Methods: A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Peer-reviewed journal articles published between 2015 and 2025 were retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases. After applying inclusion and exclusion criteria, 42 eligible studies were analyzed using thematic synthesis to identify conceptual patterns, pedagogical strategies, and developmental outcomes associated with deep learning practices in early childhood settings. Results: The findings reveal that effective deep learning implementation in ECE relies on the dynamic integration of three interdependent pedagogical pillars: (1) mindful learning, characterized by reflective awareness and metacognitive engagement; (2) joyful learning, grounded in emotionally supportive and play-based pedagogy; and (3) meaningful learning, emphasizing contextualized and experience-based knowledge construction. Project-Based Learning (PjBL), guided play, collaborative inquiry, and sensory-motor exploration emerged as dominant instructional strategies supporting these pillars. Evidence across studies indicates positive associations between integrative deep learning approaches and improvements in self-regulation, problem-solving, social competence, and early cognitive flexibility. Contribution: This review advances the literature by conceptualizing deep learning as an integrated early childhood pedagogical framework that unites cognitive, emotional, and contextual dimensions of learning. It synthesizes fragmented constructs into a coherent model relevant to the Indonesian context and provides an evidence-informed reference for transitioning from outcome-driven instruction to reflective and developmentally responsive pedagogy.

Enhancing Moral Development in Early Childhood: Evidence from Effective Learning Practices Jagneet Kaur; Elizabeth Ifeoma Anierobi; Gorica Popovska Nalevska; Mohammed Xolile Ntshangase; Tomas Shivolo; Doris Chasokela; Erepamowei Diri; Muhammad Abdul Latif; Kudakwashe Manokore
Nak-Kanak: Journal of Child Research Vol. 3 No. 2 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i2.219

Background of the study: Moral values encompass teachings about good and bad behavior, attitudes, duties, ethics, and manners that shape a child's future role in society. Early Childhood Education (ECE) occurs during the golden age, a critical period when children are highly receptive to learning and habit formation. Through repeated exposure to good behavior, children can be shaped into individuals of noble character. Therefore, teachers play a key role in guiding learners to internalize strong moral values, which contribute not only to their moral integrity but also to their intellectual development. Aims and scope of paper: This study explores how moral and religious values are instilled in children through Islamic-based early childhood education at RA Al-Amien. It focuses on the learning strategies employed by educators, the integration of Islamic teachings into the curriculum, and observable behavioral outcomes in children that reflect moral development. Methods: This qualitative study utilized passive participant observation, semi-structured interviews, and document analysis. Informants included the principal, teachers, and students at RA Al-Amien. Data were analyzed following the Miles and Huberman model, involving data reduction, data display, and conclusion drawing. Results: RA Al-Amien consistently integrates Islamic teachings across six domains of child development. Children are guided to memorize prayers and Hadiths, demonstrate respectful behavior toward adults, and show kindness to peers. This structured moral training supports the development of akhlaqul karimah (noble character). Contribution: Islamic-based early childhood education at RA Al-Amien effectively promotes moral and religious development. Through daily practice and teacher guidance, children show measurable progress in internalizing moral development, reinforcing the value of moral education in early formative years.

Plugged and Unplugged Coding Approaches for Developing Computational Thinking in Early Childhood: A Systematic Literature Review Anita Damayanti; Ajeng Afkarina Irvana Bella; Imelda Indah Lestari; Dewi Mayangsari
Nak-Kanak: Journal of Child Research Vol. 3 No. 2 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i2.222

Background of the study: The integration of coding activities in early childhood education has gained increasing attention as computational thinking (CT) is recognized as an essential twenty-first-century skill. Previous studies have explored both plugged and unplugged coding approaches for young children; however, limited research has systematically synthesized and compared the empirical evidence regarding their effectiveness in developing computational thinking among children aged 4–6 years, particularly within the context of developing countries and resource-limited early childhood education settings. Aims and scope of paper: This study aimed to identify patterns, contradictions, and the strength of empirical evidence related to plugged and unplugged coding approaches in fostering computational thinking skills among early childhood learners through a systematic literature review. Methods: This study employed a systematic literature review design guided by the PRISMA 2020 framework. A total of 30 scholarly articles published between 2020 and 2025 and indexed in Scopus and SINTA were selected through predefined inclusion and exclusion criteria. The selected studies were analyzed using critical thematic synthesis to examine trends, learning outcomes, pedagogical characteristics, and contextual implementation of plugged and unplugged coding approaches in early childhood education. Results: The findings revealed that unplugged coding approaches consistently supported the development of foundational algorithmic understanding, problem decomposition, collaboration, and social interaction among young children. In contrast, plugged coding approaches demonstrated stronger contributions to abstraction visualization, sequential reasoning, and cognitive flexibility through interactive digital environments. The review found no absolute superiority between the two approaches, as both provided complementary contributions to computational thinking development. Furthermore, contextual factors such as teacher readiness, technological infrastructure, children’s developmental stages, and institutional resources significantly influenced the effectiveness of implementation. Contribution: The framework combines Piagetian cognitive development principles, Vygotskian scaffolding perspectives, and contextual resource considerations relevant to early childhood institutions in developing countries, particularly Indonesia.

Enhancing Early Childhood Educators’ Learning Media Design Skills through Canva-Based Training: Evidence from Indonesian Preschool Settings Indah Widya Ningrum; Laily Nur Aisiyah
Nak-Kanak: Journal of Child Research Vol. 3 No. 2 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i2.235

Background of the study: Digital learning media competencies have become increasingly important for early childhood educators in creating engaging and interactive learning environments. However, many preschool educators still experience limitations in designing visually appealing and pedagogically appropriate instructional media. Canva-based training has emerged as a practical strategy to strengthen educators’ digital media design competencies, particularly in early childhood education settings with limited technological resources. Aims and scope of paper: This study aimed to examine the effect of Canva-based learning media training on the learning media design skills of educators at Nuris Playgroup and Bina Anaprasa Nuris Kindergarten, Jember, Indonesia. Methods: This study employed a pre-experimental method using a one-group pretest–posttest design. The participants consisted of 14 educators, including three educators from Nuris Playgroup and eleven educators from Bina Anaprasa Nuris Kindergarten. Data were collected through pretest and posttest assessments of educators’ learning media design skills following the implementation of Canva training. Data analysis was conducted using the Wilcoxon Signed-Rank Test with SPSS version 27 to determine the significance of changes before and after the intervention. Results: The findings revealed a significant improvement in educators’ learning media design skills after participating in the Canva-based training program. The Wilcoxon Signed-Rank Test showed a significance value of 0.001, which was lower than the threshold of 0.05, indicating that the intervention had a statistically significant positive effect on educators’ competencies in designing digital learning media. The training also enhanced educators’ creativity, confidence, and ability to develop more visually engaging instructional materials for early childhood learning activities. Contribution: This study contributes to the growing literature on digital competency development in early childhood education by demonstrating the effectiveness of Canva-based training in improving educators’ instructional media design skills. The findings highlight the potential of accessible digital platforms to support teacher professional development and promote more innovative and interactive learning experiences in preschool education contexts.

Implementing Islamic Montessori Learning to Foster Islamic Religious Values in Early Childhood Education: A Case Study Tiara Margareta Sukma Azis; Fikri Nazarullail; Dewi Mayangsari; Dinda Rizki Tiara; Angga Fitriyono
Nak-Kanak: Journal of Child Research Vol. 3 No. 3 (2026): Issue in Press
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i3.245

Background of the study: The cultivation of Islamic religious values in early childhood is essential for developing children’s moral character, spiritual awareness, and social behavior. However, learning practices in many early childhood education settings still rely heavily on rote memorization and teacher-centered instruction, resulting in limited opportunities for children to internalize Islamic values through meaningful daily experiences. The Islamic Montessori approach has emerged as an alternative pedagogical model that integrates Montessori child-centered principles with Islamic teachings in structured and practical learning activities. This approach is considered capable of fostering children’s independence, responsibility, and religious character in a more natural and enjoyable manner. Aims and scope of paper: This study aimed to explore the implementation of Islamic Montessori learning in cultivating Islamic religious values among children aged 4–5 years at TKIT Al-Irsyad Al-Islamiyyah Pamekasan, Indonesia. Methods: This study employed a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation involving the principal, teachers, educational staff, and parents. The primary informants were the classroom teacher and the principal, while assistant teachers and parents served as supporting informants. Data analysis was conducted through data reduction, data presentation, and conclusion drawing to identify patterns in the implementation of Islamic Montessori learning practices. Results: The findings revealed that the implementation of Islamic Montessori learning at TKIT Al-Irsyad Al-Islamiyyah was conducted systematically through opening activities, core learning activities, and comprehensive evaluations. The core learning process was implemented across several Montessori learning areas, including Practical Life, Sensorial, Language, and Islamic Studies, all of which were integrated with Islamic values related to faith, worship, and moral behavior. The study demonstrated that Islamic Montessori learning effectively facilitated the internalization of Islamic religious values through meaningful and child-centered activities. In addition, the approach contributed to the development of children’s independence, discipline, responsibility, and positive Islamic character from an early age. Contribution: This study contributes to the growing literature on Islamic early childhood education by providing empirical evidence regarding the integration of Montessori pedagogy and Islamic values in preschool learning environments.

Integrating Local Food into Early Childhood Nutritional Caregiving Practices among Working Parents: A Case Study of the Real Food Program Riska Maratus Sholikah; Firda Ashlikhatul Kirom; Rachma Hasibuan; Ruqoyyah Fitri
Nak-Kanak: Journal of Child Research Vol. 3 No. 2 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i2.251

Background of the study: Nutritional caregiving among working-parent families is increasingly influenced by dependence on ultra-processed foods (UPFs), driven by time limitations, convenience-oriented lifestyles, and changing family routines. Previous studies have mainly discussed local food within cultural preservation and nutrition education contexts, while limited research has examined its role as a practical feeding strategy for working families in early childhood education settings. Aims and scope of paper: This study aimed to examine the implementation of the Real Food Program as a local food-based integrative approach to strengthening nutritional caregiving practices among working-parent families in an early childhood education setting. Methods: This study employed a qualitative approach using an instrumental case study design conducted at KB Cahaya Tazkia Surabaya, Indonesia. Participants consisted of 30 working parents with children aged 3–6 years enrolled in the program. Data were collected through classroom and lunchbox observations, semi-structured interviews, and food photography documentation during program implementation. The data were analyzed using reflexive thematic analysis to identify patterns of parental feeding practices, food choices, and behavioral changes related to children’s nutrition. Results: The findings revealed that prior to the implementation of the program, children’s lunchboxes were largely dominated by ultra-processed foods selected for practicality and time efficiency, resulting in limited dietary diversity and inadequate nutritional balance. The Real Food Program encouraged significant changes in parental feeding practices through the increased inclusion of local foods, including traditional snacks and root crops (polo pendem), alongside improved food variety and nutritional quality. The program also fostered behavioral changes among working parents, including more intentional meal planning, reduced dependence on instant foods, and greater awareness of balanced nutrition within modern family lifestyles. Furthermore, the integration of local food strengthened children’s familiarity with culturally rooted food practices while promoting healthier eating behaviors. Contribution: This study proposes a contextual local food-based feeding ecology model that explains how family routines, parental feeding practices, school initiatives, and local food integration interact in shaping healthier eating behaviors among young children.

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Muhammad Abdul Latif

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info.nakkanak@gmail.com

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+6285964139165

Journal Mail Official
info.nakkanak@gmail.com

Editorial Address
Jl. Raya Telang PO BOX 2 Kamal - Bangkalan

Location
Kab. bangkalan,

Jawa timur

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhammad Abdul Latif

Contact Email info.nakkanak@gmail.com

Phone +6285964139165

Journal Mail Official info.nakkanak@gmail.com

Editorial Address Jl. Raya Telang PO BOX 2 Kamal - Bangkalan

Location Kab. bangkalan, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhammad Abdul Latif

Contact Email
info.nakkanak@gmail.com

Phone
+6285964139165

Journal Mail Official
info.nakkanak@gmail.com

Editorial Address
Jl. Raya Telang PO BOX 2 Kamal - Bangkalan

Location
Kab. bangkalan,

Jawa timur

INDONESIA