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Journal of Community Service in Early Childhood Education
Published by CV Berkah Syahdin Trust
ISSN : -     EISSN : 31092411     DOI : 10.64840/jcosece
Core Subject : Education, Social,
Social Sciences Other
The Journal of Community Service in Early Childhood Education (JCOSECE) aims to provide a platform for researchers, educators, and practitioners to share and discuss community service activities focused on early childhood education. The journal covers a wide range of topics related to program development, implementation practices, and evaluation of community service initiatives within the context of early childhood education. JCOSECE welcomes research articles, case studies, project reports, and literature reviews that contribute to the understanding and improvement of community service in early childhood education.
Arjuna Subject : Umum - Umum
Articles 16 Documents
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Implementation of a Practice- and Mentoring-Based Advanced Training Program to Enhance Early Childhood Teachers’ Professional Competence Komalasari, Elis; Warmansyah, Jhoni; Yuningsih, Restu; Sari, Meliana; Yulia, Resti; Daboti, Angraini; Annis Azwin Binti Fakaruddin, Noor
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 3 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i3.116

Abstract

Background: Improving the professional competence of early childhood teachers is essential to ensure the quality of learning and child development outcomes. However, many teachers still face challenges in pedagogical skills, curriculum development, and the integration of digital media in learning. These conditions indicate the need for structured, practice-oriented training supported by field mentoring. Aims: This program aims to enhance early childhood teachers’ professional competence through a practice- and mentoring-based advanced training program. Methods: This program employed a Service Learning approach, integrating training, practical experience, and community-based application. The implementation consisted of three stages: preparation, implementation, and evaluation. The program involved 50 early childhood teachers in Padang Panjang. Activities included in-class training, independent practice assignments, field mentoring, local learning visits, and dissemination activities. Evaluation was conducted through pre- and post-tests, observation, and assessment of participants’ performance. Data were analyzed descriptively. Results: The findings show improvements in teachers’ competencies, including understanding of child development, learning strategies, curriculum design, assessment practices, and the use of digital media. Participants also demonstrated enhanced ability in lesson planning, developmental assessment, and implementing innovative learning. Mentoring and field-based activities strengthened practical skills and confidence. Conclusion: A practice- and mentoring-based advanced training program effectively improves teachers’ professional competence. The integration of training, practice, and mentoring provides meaningful and sustainable learning outcomes and can serve as a model for similar programs.
Strengthening Early Childhood Motor Development through Structured Educational Play and Outdoor Learning Kurniawan, Irvan; Rahman, Abdul; Febr, Febriyando; Anantasari Gumohung, Dwi; Suhadjerah, Suhadjerah
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 3 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i3.117

Abstract

Background: Motor development is a fundamental aspect of early childhood growth, influencing physical coordination, cognitive processes, and social interaction. However, in many early childhood education settings, particularly in geographically constrained areas, motor stimulation activities are often limited, less structured, and lack variation in instructional strategies. Aims: This community service initiative aims to strengthen early childhood motor development through structured educational play and outdoor learning activities. Methods: This program employed a participatory educational approach through direct engagement with teachers and children in an early childhood education institution. The implementation was carried out in three stages: initial observation and needs identification, structured intervention through educational play and outdoor activities, and reflective evaluation. The activities included movement-based exercises, fine motor skill stimulation, coordination games, and outdoor learning tasks. Data were collected through observation, documentation, and informal interviews, and analyzed using descriptive qualitative techniques. Results: The results indicate a significant improvement in children's participation and motor engagement during learning activities. Children demonstrated better coordination, balance, and fine motor control through activities such as bead stringing, geometric jumping, and coordinated movement exercises. The integration of outdoor learning also enhanced children's enthusiasm, interaction, and active involvement in the learning process. Conclusion: Structured educational play combined with outdoor learning effectively strengthens early childhood motor development. The implementation of this community service initiative provides a practical and applicable model for enhancing motor stimulation in early childhood education settings, particularly in areas with limited learning resources.
Play-Based Community Service Program to Develop Early Childhood Motor Skills Fitriani, Dewi; Rani; Arista, Arista; Binti Ismail, Mazeni
Journal of Comunity Service in Early Childhood Education Vol. 2 No. 1 (2026): Journal of Community Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v2i1.119

Abstract

Background: Early childhood motor development is a fundamental aspect that supports children’s physical growth, coordination, and readiness for learning. However, limited stimulation through structured and engaging activities often results in suboptimal motor skill development in early childhood education settings, particularly in community-based environments. Aims: This community service program aims to improve early childhood motor skills through the implementation of play-based learning activities that are engaging, participatory, and developmentally appropriate. Methods: This program employed a Participatory Action Research (PAR) approach involving collaboration between lecturers, teachers, and children. The participants consisted of early childhood learners aged 4–6 years in a community-based educational setting. The intervention was conducted through structured play activities such as movement games, outdoor play, and guided physical exercises designed to stimulate gross motor skills. Data were collected through observation and documentation and analyzed descriptively across implementation stages. Results: The implementation of play-based activities showed a significant improvement in children’s motor skills, including balance, coordination, and body movement control. Children demonstrated higher participation, enthusiasm, and confidence during physical activities. In addition, teachers showed increased ability in designing and implementing interactive play-based learning strategies. Conclusion: The play-based community service program effectively enhanced early childhood motor development and strengthened teachers’ pedagogical capacity. The findings indicate that simple, contextual, and engaging play activities can provide meaningful stimulation for children’s physical development and can be sustainably implemented in early childhood education settings.
Parenting Seminar on Positive Childrearing to Enhance Parents’ Understanding in Early Childhood Education Marini, Tria; Sriwahyuni, Elsa; Alrafi Anwar, Ibnu
Journal of Comunity Service in Early Childhood Education Vol. 2 No. 1 (2026): Journal of Community Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v2i1.121

Abstract

Background: Parenting plays a crucial role in shaping early childhood development, particularly in fostering children’s cognitive, emotional, and social growth. However, many parents still have limited understanding of positive childrearing practices, which may affect the quality of children’s development. This condition indicates the need for educational interventions that can improve parents’ knowledge and awareness of effective parenting strategies. Aims: This community service program aims to enhance parents’ understanding of positive childrearing practices in early childhood education through a structured parenting seminar. Methods: This program employed a Service Learning approach, integrating educational activities with direct community engagement. The implementation consisted of preparation, implementation, and evaluation stages. The seminar was conducted through lectures, discussions, and question-and-answer sessions. Data were collected using observation and participant response evaluation, and analyzed descriptively to assess the effectiveness of the program. Result: The results indicate that the parenting seminar successfully improved parents’ understanding of positive childrearing practices. Approximately 70% of participants demonstrated increased knowledge and awareness of appropriate parenting strategies, while more than 80% of invited participants attended the activity. Participants actively engaged in discussions and showed positive responses to the material presented, indicating high relevance and effectiveness of the program. Conclusion: The Service Learning-based parenting seminar is effective in enhancing parents’ understanding of positive childrearing practices. This program provides meaningful learning experiences and can serve as a practical and replicable model for community service in early childhood education contexts.
Multicultural Collaboration to Optimize Early Childhood Development in Kindergarten Daboti, Angraini; Al Qammah Putri, Nabila; Aulia Gusva, Nadhiva; Triye Mulyawi, Novelya; Dwi Yonanta, Gebilla; Nafisa, Mutiara
Journal of Comunity Service in Early Childhood Education Vol. 2 No. 1 (2026): Journal of Community Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v2i1.122

Abstract

Background: Early childhood education plays a crucial role in shaping children’s cognitive, social-emotional, language, and motor development. In multicultural societies such as Indonesia, the diversity of cultural, social, and religious backgrounds presents both opportunities and challenges in creating inclusive and effective learning environments. However, the lack of structured collaboration between schools, families, and communities often limits the optimization of children's holistic development. Aims: This community service program aims to enhance early childhood development through the implementation of multicultural collaboration involving teachers, parents, and the community in a kindergarten setting. Methods: This program employed a participatory and collaborative approach consisting of three main stages: preparation, implementation, and evaluation. The preparation stage involved needs analysis, coordination with the school, and development of multicultural-based learning materials. The implementation stage included interactive activities such as storytelling, singing, role-playing, and motoric games reflecting cultural diversity. The evaluation stage was conducted through discussions with teachers and observations of children’s development. Participants included 50 children and parents, as well as 6 teachers at UPTD TK Negeri Pembina Sungai Tarab. Result: The results indicate that the program contributed positively to children’s development, particularly in social interaction, self-confidence, and attitudes of tolerance and respect for diversity. In addition, teachers showed improved understanding and ability to integrate multicultural values into daily learning activities. The collaborative approach also strengthened the relationship between school, family, and community. Conclusion: Multicultural collaboration is an effective approach to optimize early childhood development in an inclusive learning environment. The program not only enhances children’s holistic development but also strengthens the synergy among educational stakeholders, making it a sustainable and replicable model for early childhood education practices
Strengthening Early Childhood Teachers’ Capacity through the Implementation of Conflict Resolution Learning to Enhance Children’s Social Skills Tri Utami, Dian; Raihana, Raihana; Amiruddin, Amiruddin; Aliman Alim, Ak Muhd
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 3 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i3.130

Abstract

Background: Social skills are a fundamental aspect of early childhood development, encompassing communication, empathy, self-control, responsibility, and cooperation. However, many early childhood education practices still tend to be teacher-centered and have not optimally utilized children’s conflicts as opportunities for social learning. In addition, teachers often lack the knowledge and skills to manage peer conflicts constructively in classroom settings. Aims: This community service program aims to strengthen early childhood teachers’ capacity in implementing conflict resolution techniques to enhance children’s social skills. Methods: The program employed an action research approach consisting of planning, action, observation, and reflection stages. The implementation included socialization, training, simulation, and mentoring activities for early childhood teachers. Supporting learning tools such as training modules, daily lesson plans, storybooks, and emotion cards were provided to facilitate the application of conflict resolution strategies in classroom practices. Data were collected through pre-test, post-test, observation, and documentation, and analyzed descriptively. Results: The results indicate a significant improvement in teachers’ understanding and skills in managing children’s conflicts constructively. The average score increased from 46.2% in the pre-test to 86.0% in the post-test. Teachers demonstrated better ability to design and implement conflict resolution-based learning activities. In addition, children showed improved social skills, including communication, empathy, emotional regulation, cooperation, and problem-solving abilities. The use of learning media such as storybooks and emotion cards also supported children’s understanding of emotions and conflict situations. Conclusion: The program effectively strengthens teachers’ capacity in implementing conflict resolution learning and contributes to the improvement of children’s social skills. The integration of training, practical application, and mentoring provides a meaningful and applicable model for enhancing social-emotional learning in early childhood education.

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