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Exploration In Early Childhood Research Sekolah Pascasarjana Universitas Negeri Jakarta Kampus Universitas Negeri Jakarta, Gedung Bung Hatta Jl. Rawamangun Muka, Jakarta Timur 13220
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Exploration In Early Childhood Research
Published by Universitas Negeri Jakarta
ISSN : -     EISSN : 30900433     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Scope and Focus Research Trends in Early Childhood Education Early Childhood Research Methodology Children’s Development Innovation in Teaching and Learning for Early Childhood Education Policy in Early Childhood Education Practices Supporting Families in Ealy Years Setting Paradigm and theories in early childhood education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 34 Documents
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Early Childhood Education Teacher Resilience in Rural Areas: Concept, Improvement Efforts and Urgency Dede, Dede Hikmah; Wulan, Sri; Yetti, Elindra
Exploration in Early Childhood Research Vol. 1 No. 1 (2024): Exploration in Early Childhood Research
Publisher : Sekolah Pascasarjana Universitas Negeri Jakarta

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Abstract

The success of early childhood education in rural areas cannot be separated from teacher resilience. The research aims to explore scientific insights into the urgency, influencing factors and efforts to increase the resilience of early childhood teachers in rural areas. The study used the Systematic Literature Review method by applying the PRISMA Protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analysis. The results show that early childhood teachers' resilience is needed to support their critical role in providing quality early childhood education amid unique challenges such as limited resources and isolation. Factors that are at the core of teacher resilience include emotion regulation, impulse control, optimism, causal analysis, empathy, self-efficacy, and "reaching out". Efforts to increase their resilience include a range of strategies, including providing adequate support networks, professional development opportunities, and access to mental health resources. By addressing these influencing factors and implementing targeted interventions, we can empower early childhood teachers in rural areas to effectively meet challenges and maintain high-quality teaching practices for rural children.
Implementation of the Project Method in the Independent Curriculum as a Strategy to Improve Early Childhood Creativity Syifauzakia, Syifauzakia; Rohaeni, Nani
Exploration in Early Childhood Research Vol. 1 No. 1 (2024): Exploration in Early Childhood Research
Publisher : Sekolah Pascasarjana Universitas Negeri Jakarta

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Abstract

Creativity is the ability to produce something new, valuable ideas, and solutions. In early childhood, creativity includes not only arts and crafts but also the ability to think critically, solve problems, and innovate in various situations. Creativity is an important aspect in children's development because it helps them to express themselves, improve cognitive abilities, and develop social-emotional skills. However, the lack of creative stimulation in early childhood is still a common problem. It is believed that the project method in the Independent Curriculum can be an effective strategy to improve the creativity of young children. The aim of this research is to determine the implementation of project method learning in the Independent Curriculum in Early Childhood Education as a strategy to increasing the creativity of early childhood. The research method in this study uses a qualitative descriptive approach with a literature study method where journal articles, books and e-books are used as reference material in writing. The data analysis used in this research is content analysis. The results obtained from this research indicate that the project method in the independent curriculum can be used as an effective strategy for improving children's creativity from an early age, in its implementation the teacher a very important role, while the implementation stages involve careful planning steps, flexible implementation of projects according to the topic, and assessment focuses on the process. The interesting project method, encouraging children to participate actively and responsibly. So that the resulting abilities show an increase in the ability to think creatively, imaginatively, problem solving, collaboratively and producing work. 
The Use of Promoting Questions in Play Activities with the Playworld Approach in Kindergarten widya Sari, winda; Yus, Anita; Husna Handayani, Peny; Afria Damayanti, Nina
Exploration in Early Childhood Research Vol. 1 No. 2 (2024): Exploration in Early Childhood Research
Publisher : Sekolah Pascasarjana Universitas Negeri Jakarta

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Abstract

The current challenge for teachers is how learning in Kindergarten (TK) through play can help children acquire an understanding of a concept. This study aims to explain the use of promoting questions, identify the types of promoting questions that can help children understand a concept, and explain the process by which promoting questions help children understand the concept of "fermentation" through the play activity "Making Bread" using the Playworld approach. Data was collected through observation of 5 recordings of play-based project learning with the Playworld approach, with an average duration of 75 minutes per recording, observing the behaviour of nine children and one teacher. The data was analysed based on cultural-historical theory, which shows that the teacher used promoting questions during the children's play activities, both individually and in groups. These promote questions aimed at developing children's thinking abilities, such as "What are you doing?" and "Look, what is happening?" Additionally, teacher questions need to encourage and direct children to think to understand the material, such as "What is happening with the dough in that jar? Let's see, what is happening, does it smell?" Then the teacher asks, "What can you do with that dough?" The use of promoting questions helps maximise children's imaginative play into experiences that allow them to learn various subjects and understand the concepts of "fermentation, numbers and quantities, and shapes" in the "Making Bread" play activity with the Playworld approach. Promoting questions are used by the teacher when "playing" as the children's friend. The objectives of promoting questions can be categorised into (1) investigating further (explore), (2) expanding (extend), (3) involving or engaging (engage), and (4) reflecting. The implication of this research is the use of promoting questions as part of play pedagogy.
Development of a Project-Based Learning Model Using Science Games to Enhance Social Skills in Early Childhood: PjBL Model, Science based game, Social skills huda, khairulhuda; Sofia Hartati; Ade Dwi Utami
Exploration in Early Childhood Research Vol. 1 No. 2 (2024): Exploration in Early Childhood Research
Publisher : Sekolah Pascasarjana Universitas Negeri Jakarta

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Abstract

This study examines the effectiveness of project-based learning (PBL) using science-themed games in early childhood education. Through a qualitative research approach, the study explores how integrating science games within the PBL framework can enhance children's social skills. It identifies the importance of engaging children in science-themed projects to foster responsibility, cooperation, active participation, communication, sharing, and adaptability from an early age. By analyzing participants' responses and learning outcomes, the study highlights the potential benefits of this approach, including improved collaboration and adaptability skills among young children. The findings suggest that science-themed project-based learning enriches educational experiences and plays a crucial role in shaping socially skilled future generations.

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