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Journal of Early Childhood Education and Teaching
Published by CV Berkah Syahdin Trust
ISSN : 31095917     EISSN : 31092276     DOI : 10.64840/jecet
Core Subject : Education, Social,
Social Sciences Other
Journal of Early Childhood Education and Teaching (JECET) is an open-access journal that publishes high-quality research in the field of early childhood education. Theoretical and empirical double-blind peer-reviewed articles are published either in Indonesian or in English. This journal is targeted at researchers, educators, students of early childhood education, and early childhood education professionals, along with stakeholders of early childhood education around the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Development of Pop-Up Book Media for Introducing Sexual Education to Children Aged 5–6 Years Rusady, Paramita; Fitriani, Wahidah; Raza, Amir
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 1 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i1.12

Abstract

Purpose – This study aims to develop a pop-up book as an educational medium to introduce sexual education concepts appropriately to children aged 5–6 years, in order to support their understanding of body awareness, personal boundaries, and safe behavior from an early age. Design/methods/approach – This research employed a Research and Development (R&D) approach utilizing the 4D model (Define, Design, Develop, and Disseminate) proposed by Thiagarajan, et al., though the study was limited to the development phase. Primary data were collected through expert validation and practitioner feedback using structured validity and practicality instruments. The validity instrument assessed three domains: graphic design feasibility, content relevance, and media suitability. The practicality instrument evaluated media usability from the perspectives of content clarity and instructional effectiveness. Findings – The developed pop-up book media obtained a validity score of 76.33%, indicating a valid category, and a practicality score of 81.33%, indicating a highly practical category. These results confirm that the media is both pedagogically sound and feasible for implementation in early childhood learning contexts, particularly for delivering sensitive topics such as sexual education in a developmentally appropriate and engaging manner. Research implications/Limitations – This study is limited to the development phase; thus, future research is recommended to explore the effectiveness of the pop-up book in improving children's knowledge, attitudes, and protective behaviors related to sexual education through experimental or longitudinal studies. Originality/value – This study presents an innovative, developmentally appropriate approach to introducing sexual education through pop-up book media, offering a practical solution for early childhood educators to address sensitive topics in an engaging and culturally respectful manner.
The Impact of Google Sites–Based Interactive Media Integrating Sumbang Duo Baleh on the Development of Politeness in Early Childhood Yulia, Nova; Warmansyah, Jhoni; Jiwon, Lee
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 1 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i1.13

Abstract

Purpose – This study aims to determine the impact of the impact of google sites–based interactive media integrating sumbang duo baleh on the development of politeness in early childhood. Methods – This research employs an experimental method with a pre-experimental design using a one-group pretest-posttest approach. The population consists of all children at Harapan Ibu IslamiC Kindergarten, totaling 52 children, with a sample of 12 children selected through purposive sampling. Data collection techniques involve observation sheets. Findings – The study results indicate that the average pretest score was 18.25. After four treatments, the scores gradually increased: the first treatment yielded 21.58, the second 25.28, the third 28.83, and the fourth 34.58. The posttest average score reached 40.25. These findings demonstrate that interactive Google Sites media based on Sumbang Duo Baleh positively influences the formation of politeness character in early childhood. Research implications/Limitations – This research contributes to integrating technology and local cultural values into early childhood education. The implementation of interactive media based on local wisdom can be an alternative approach to enhancing children's politeness character. These findings provide insights into the effectiveness of technology in character education. Originality/value – This study offers a novel integration of local cultural wisdom (Sumbang Duo Baleh) with digital interactive media using Google Sites, specifically designed for early childhood character education. Such an approach embedding indigenous values into technology-based learning tools remains largely unexplored in early childhood education research.
Father Involvement in Parenting and Its Powerful Link to Prosocial Behavior in Early Childhood Wita, Arsyizahma; Villanueva, Andres
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 1 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i1.14

Abstract

Purpose – This study investigates the relationship between father involvement in parenting and the prosocial behavior of preschool children in Tanah Datar District. The low prosocial behaviors, such as helping, sharing, cooperating, and providing comfort to others, prompted the exploration of fatherly involvement as a possible influencing factor. Design/methods/approach – A quantitative correlational approach was employed, with a sample of 194 children selected from a population of 1,128 using probability stratified cluster random sampling. Data were collected through Likert-scale questionnaires and analyzed using the product-moment correlation method with SPSS. Findings – The results reveal a significant and strong positive correlation of 0.866 between father involvement in parenting and prosocial behavior in early childhood. This indicates that higher levels of father involvement are associated with greater prosocial behavior in children. Research implications/limitations – The study's limitations include its cross-sectional design, which restricts causal inferences, and the reliance on self-reported data, which could introduce bias. Future research could expand on these findings by using longitudinal designs to better establish causality. Originality/value – This research contributes valuable insights into the impact of father involvement on children's social development, particularly in a rural Indonesian context. The findings highlight the importance of fatherly engagement for fostering prosocial behaviors in early childhood, suggesting areas for future intervention and policy development.
Development of Interactive Smart Poster Media for Sexual Education Introduction to Children Aged 5–6 Years Syaharra, Salsya Iffana; Sari, Meliana; Ahmed, Shakib
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 1 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i1.15

Abstract

Purpose – A lack of interactive and developmentally appropriate educational tools has limited young children's understanding of basic sexual education. This study aims to develop an interactive smart poster as a responsive educational medium tailored for children aged 5–6 years to introduce foundational concepts of sexual education in an engaging and age-appropriate manner. Method – This research employed a Research and Development (R&D) design using the 4D model (Define, Design, Develop, Disseminate) by Thiagarajan, focusing on the development phase. Data were gathered through expert validation and practitioner assessments using standardized instruments to evaluate media validity and practicality. Validity assessments included aspects of visual design, language clarity, and media functionality. Practicality was measured based on the content’s relevance and its applicability in early childhood classroom settings. The instruments were reviewed by two content experts and two early childhood educators. Findings – The interactive smart poster achieved a validity score of 90.59%, indicating a high level of validity, and a practicality score of 90.71%, denoting high practicality. These results support the media’s suitability and potential effectiveness in introducing basic sexual education concepts to young learners. Research implications/limitations – The study is limited to the developmental stage and initial feasibility testing. Future studies should explore the long-term impact, scalability, and integration of the smart poster into diverse educational contexts. Originality/value – This study offers an innovative approach by integrating responsive visual media into early childhood sexual education. The use of smart posters represents a novel contribution to pedagogical tools aimed at fostering early awareness in a safe, engaging, and developmentally appropriate manner.
Development of the Magic Cube Numbers Educational Tool to Enhance Symbolic Thinking Skills in Children Aged 4-5 Years Khodarsih, Delma; Sari, Meliana; Pérez, Carlos
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 1 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i1.16

Abstract

Purpose – Symbolic thinking is a fundamental cognitive ability that enables children to understand and use symbols, such as numbers and letters, to represent real-world concepts. This study aims to develop the Magic Cube Numbers educational tool to enhance symbolic thinking skills in children aged 4–5 years. Design/methods/approach – This research utilizes a Research and Development (R&D) approach, adopting the 4D model by Thiagarajan—Define, Design, Develop, and Disseminate—while focusing on the Develop stage. Data were collected using expert validation sheets and teacher practicality questionnaires, with evaluations conducted by two expert validators and two practitioner teachers. Findings – The Magic Cube Numbers tool obtained a validity score of 82.14%, categorized as "very valid," and a practicality score of 93.84%, categorized as "very practical." These results demonstrate the tool’s relevance, usability, and potential to support children’s symbolic thinking development. Research implications/limitations – The findings suggest that Magic Cube Numbers is an effective medium for strengthening symbolic recognition and early numeracy. However, the study is limited by its small sample size and specific setting. Broader testing and long-term observation are recommended for generalization and sustainability. Originality/value – This study offers a novel contribution by focusing specifically on symbolic thinking—an often underrepresented aspect of early cognitive development. Through a play-based approach that integrates numerical and alphabetical symbols, Magic Cube Numbers provides practical value for educators and enriches early learning strategies rooted in cognitive development theory.  
Enhancing Artistic and Creative Development in Early Childhood through Loose Parts Play Kaenah, Kenah; Utami, Sri Yulia; Muawwanah, Uyu; Som, Rit
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 2 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i2.38

Abstract

Purpose – This study aims to explore the use of loose parts play as a medium to enhance creativity and artistic expression in early childhood. It focuses on how age-appropriate arrangement of loose part materials can foster children's imagination, engagement, and enjoyment in learning activities.Design/methods/approach – This research adopts a qualitative descriptive method involving observations and documentation of early childhood learning activities that integrate loose part media. The study was conducted on a group of early childhood learners to observe how their responses and creative outputs were influenced by the use of open-ended, non-structured materials during play.Findings – The results indicate that learning through loose parts significantly increases children’s enthusiasm and curiosity, transforming learning experiences from monotonous routines into engaging and imaginative explorations. The children showed improved creative thinking, imagination, and ease in understanding concepts through interactive and free-form learning activities.Research implications/Limitations – The study was limited to observation-based analysis without extended experimental measurement of long-term creative development. Further research is recommended to examine the impact of loose part media on specific domains of creativity and cognitive skills in early learners using more systematic assessments.Originality/value – This study contributes to the field of early childhood education by presenting loose part play as an innovative, flexible, and child-centered learning medium that enhances creativity and engagement. It offers practical insights for educators seeking to replace conventional, less stimulating materials with more dynamic and exploratory tools.
The Effect of The Leaf Diary Game on Increasing The Classification Ability of Children Aged 5-6 Years Andina, Radhia; Wita, Arsyizahma; Razman, Rasyid
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 2 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i2.39

Abstract

Purpose – This study aims to examine the effect of using a leaf diary as an educational medium on the classification abilities of children aged 5–6 years. Classification is a fundamental component in the development of early mathematical concepts and cognitive structuring in childhood.Design/methods/approach – The study employed a quantitative research approach with a pretest-posttest design. The research involved expert judgment for content validation and utilized the normalized N-Gain formula to analyze data collected from the classification activities of early learners before and after the intervention. The leaf diary, containing various types of leaves for observation and comparison, was implemented as a central medium during the learning sessions.Findings – The results demonstrated that the use of a leaf diary had a positive effect on the development of children’s classification abilities. The N-Gain analysis showed significant improvement in children's ability to categorize and group objects based on observable characteristics. This improvement is attributed to the engaging nature of the leaf diary, which provided children with tangible and relatable learning experiences through direct exploration and observation.Research implications/limitations – While the findings confirm the effectiveness of the leaf diary, the study was limited in scope to short-term outcomes and a single learning topic. Future research is recommended to assess its impact across different domains and with larger sample sizes, including longitudinal studies to measure retention and transfer of skills. Originality/value – This study highlights the pedagogical value of nature-based learning tools, such as the leaf diary, in fostering early classification skills. By connecting learning with the natural environment, the study provides educators with a practical and developmentally appropriate method to support foundational mathematical thinking in early childhood education.
From Isolation to Interaction: Group Counseling as a Pathway to Better Social Skills in Young Learners Rihana, Nisa; Wita, Arsyizahma; Gonzales, Amantha
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 2 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i2.40

Abstract

Purpose – This study aims to evaluate the effectiveness of group counseling programs in improving social relationships among early childhood learners. Social interaction is a critical developmental domain in early childhood, contributing to emotional regulation, collaboration, and empathy.Design/methods/approach – The study employed a quantitative approach using a pretest-posttest design. The intervention was conducted through structured group counseling sessions tailored to the developmental stage of early childhood learners. Data collection involved observation sheets and social interaction rating scales administered before and after the program. The effectiveness of the intervention was measured using statistical analysis of the changes in children's social behavior indicators.Findings – The findings revealed a significant improvement in the social relationships of early childhood learners following their participation in the group counseling sessions. Indicators such as cooperation, communication, and empathy showed marked increases. The structured group setting facilitated peer bonding, emotional expression, and problem-solving skills among the children.Research implications/limitations – The study is limited by its sample size and duration of implementation. It focused on a specific age group in a controlled educational setting. Future research should explore diverse educational contexts, include broader participant demographics, and consider longitudinal analysis to examine the sustained impact of group counseling.Originality/value – This research emphasizes the importance of group counseling as a viable method for enhancing the social development of young children. It offers practical insights for early childhood educators and counselors seeking developmentally sensitive strategies to promote positive peer relationships and socio-emotional growth.
Enhancing Early Childhood Cooperative Play Skills Through a Social Intervention Program Sianipar, Riko; Komba, John
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 2 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i2.41

Abstract

Purpose – This study aims to assess the impact of a social intervention program on enhancing cooperative play skills among early childhood learners. Cooperative play is essential for promoting children’s social, emotional, and behavioral development, including responsibility, teamwork, and interaction with peers and others.Design/methods/approach – The study adopted a quantitative approach with an experimental design. Data were collected through role-play activities embedded within a social intervention program. The research involved early childhood learners, and their social behaviors—such as cooperation and responsibility were assessed using structured online questionnaires via Google Forms. The results were analyzed using statistical methods, including T-tests conducted in SPSS.Findings – The findings indicate a significant improvement in cooperative play skills after participating in the social intervention program. Children demonstrated increased collaboration, a stronger sense of responsibility, and improved social interaction. The program effectively fostered social competencies and emotional awareness among early childhood learners.Research implications/limitations – The study is limited to a specific group of early childhood learners and a short intervention period. Future studies should consider a longer intervention duration, larger sample sizes, and diverse educational settings to ensure broader applicability of the findings.Originality/value – This research highlights the value of structured social intervention programs in early childhood education. It provides practical implications for educators and caregivers aiming to cultivate children's social skills through meaningful, developmentally appropriate play-based strategies.
The Impact of Open-Ended Learning on 21st-Century Skill Acquisition in Early Learners Puji, Chintya; Hakobyan, Aram
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 2 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i2.42

Abstract

Purpose – This study aims to evaluate the effectiveness of an open-ended learning model based on 21st-century skills in enhancing the learning experiences of early childhood learners. In today’s dynamic educational landscape, integrating critical thinking, creativity, communication, and collaboration into early learning is essential to prepare children for future challenges.Design/methods/approach – The research employed a quantitative method using structured questionnaires distributed through Google Forms to early childhood educators. Data were collected in numerical form and analyzed using SPSS, with results displayed through tables and graphs. The approach enabled a comprehensive assessment of how the open-ended learning model supports the development of 21st-century skills in young children. Findings – The findings show that the open-ended learning model based on 21st-century skills is effective in enhancing early childhood learners’ engagement and skill acquisition. Children demonstrated improvements in critical thinking, problem-solving, and communication. The model created opportunities for children to express ideas creatively and independently through open problem-solving activities. Research implications/limitations – This study is limited by its small sample size and focused context. Further research should explore long-term implementation across various settings and include observational data to support self-reported measures. Originality/value – This research offers valuable insights into the application of open-ended learning in early childhood education. It underscores the importance of integrating 21st-century skills into early learning practices and provides educators with practical strategies for fostering creativity, collaboration, and independent thinking in young learners.

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