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Journal of Early Childhood Education Research
Published by South Sulawesi Education Development
ISSN : -     EISSN : 31234143     DOI : https://doi.org/10.58230/jecer.v1i1.344
Core Subject : Science, Education, Art, Social,
Arts Decision Sciences, Operations Research & Management Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other
Journal of Early Childhood Education Research is a double-blind peer-reviewed open access journal. This journal provides publication of articles covering the results of early childhood education research, including; development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, parenting, management institution of early childhood education, early child development assessment, child development psychology, child empowerment, learning strategy, educational tool play, instructional media, innovation in early childhood education and various fields related to Early Childhood Education. The aim is to provide a platform for researchers, academics and practitioners to share, discuss and enrich knowledge and innovation in the field of early childhood education, in order to support the development of more effective and innovative educational policies, practices and theories. Published by South Sulawesi Education Development (SSED) with publication frequency twice a year (April and October) in the field of early childhood education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
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The Role of Mental Models in Addressing Academic Anxiety in Children Retno Utami, Novianti; Wulandari Iman Utama, Windy
Journal of Early Childhood Education Research Vol. 1 No. 1 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i1.344

Abstract

Purpose: Academic anxiety is a prevalent psychological challenge that negatively affects children’s academic performance and emotional well-being. Mental models, understood as cognitive–emotional frameworks encompassing executive function and emotional regulation, play a critical role in how children perceive, interpret, and manage academic stress. This study aims to synthesize empirical evidence on the role of mental models in addressing academic anxiety in children and to identify effective school-based strategies that support adaptive learning and well-being. Methodology: This study employed a narrative review approach with a systematic search strategy. Peer-reviewed empirical studies published between 2015 and 2025 were identified through major academic databases, including Scopus-indexed journals, PubMed, and Google Scholar. The review focused on studies examining academic anxiety, executive function, emotional regulation, and school-based interventions in children and early adolescents. Relevant findings were analyzed and synthesized thematically to identify consistent patterns and key mechanisms. Results: The thematic synthesis indicates that academic anxiety is consistently associated with impairments in executive function, emotional regulation, and academic engagement. Deficits in planning, organization, attentional control, and impulse regulation were frequently identified as mediating factors linking anxiety to poorer academic outcomes. Furthermore, school-based interventions—particularly cognitive-behavioral programs, mindfulness-based approaches, holistic stress management, and emotional intelligence training demonstrated effectiveness in reducing anxiety symptoms while simultaneously improving academic performance and psychosocial adjustment. Conclusions: Mental models constitute a central mechanism through which children experience and cope with academic anxiety. Strengthening executive function and emotional regulation as core components of these mental models is essential for mitigating academic anxiety and promoting educational success. The findings underscore the importance of integrating evidence-based, multifaceted interventions into school systems to support children’s cognitive, emotional, and academic development.
Prevention and Response Strategies to Sexual Violence Against Young Children in Indonesian Localization Areas Luqman Tri A, Fajar; Dwi Tanto, Oktavian
Journal of Early Childhood Education Research Vol. 1 No. 1 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i1.345

Abstract

Purpose: Sexual violence against young children constitutes a critical threat to their physical, psychological, and social development, particularly in localization areas where structural vulnerability is high. This study aims to examine and synthesize prevention and management strategies for sexual violence against early childhood in localization areas in Indonesia, with a focus on identifying effective, context-sensitive approaches for child protection. Methodology: This study employs a qualitative literature review approach. Relevant national and international scholarly articles, policy documents, and empirical studies were systematically reviewed to analyze patterns of risk, forms of intervention, and implementation challenges related to the prevention of sexual violence against young children in localization contexts. Results : The review indicates that children living in localization areas face heightened risks of sexual violence due to exposure to adult sexual activities, inadequate supervision, limited access to early childhood sexual education, and low community awareness. Effective prevention and management strategies identified include early media-based sexual education, professional training for early childhood educators, digital supervision mechanisms, and multi-sectoral collaboration among education, health, social services, and law enforcement institutions. However, implementation remains constrained by cultural resistance, limited institutional resources, and weak coordination among stakeholders. Conclusions: The findings highlight the necessity of comprehensive, integrated, and context-sensitive child protection strategies in localization areas. Preventive efforts must move beyond isolated interventions toward sustainable, multi-level approaches that combine education, professional capacity building, technological support, and inter-agency collaboration. These insights are expected to inform the development of more adaptive and effective child protection policies and practices for vulnerable early childhood populations.
Traffic Simulation–Based Learning to Foster Discipline and Academic Performance in Children Qhatima, Husnul; Kamariah Hasis, Pertiwi
Journal of Early Childhood Education Research Vol. 1 No. 1 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i1.346

Abstract

Purpose: Discipline and academic achievement are essential foundations for children’s cognitive, moral, and behavioral development in early childhood education. However, many preschool children experience difficulties in internalizing rules and structured learning behaviors, particularly in classroom settings that lack experiential and engaging learning strategies. This study was conducted in response to these challenges and aims to examine the effectiveness of traffic simulation–based learning as an instructional strategy to improve discipline and academic achievement among preschool children. By integrating play-based simulation with rule-oriented activities, the study seeks to provide a contextually relevant pedagogical approach that supports both character formation and learning outcomes in early childhood education Methodology: This study employed a Classroom Action Research (CAR) design following the Kurt Lewin model, consisting of two cycles with four stages: planning, action, observation, and reflection. The participants were 12 children in Group B at Raudhatul Atfhal As’adiyah Pengkendekan during the 2021/2022 academic year. Data were collected through discipline observation checklists, learning outcome tests, and teacher activity observation sheets. The data were analyzed using descriptive quantitative analysis, focusing on percentage-based developmental criteria commonly used in early childhood assessment to evaluate changes across the pre-cycle, Cycle I, and Cycle II. Results : The findings reveal a consistent and significant improvement in both children’s discipline and academic achievement following the implementation of traffic simulation activities. Children’s discipline increased from 32% in the pre-cycle to 42% in Cycle I, and reached 83% in Cycle II, categorized as very well developed. Academic achievement also showed substantial improvement, rising from 49% in Cycle I to 84% in Cycle II. In addition, teacher instructional activity improved from 90% to 95%, indicating enhanced teaching effectiveness and classroom engagement during the intervention. Conclusions: The study concludes that traffic simulation–based learning is an effective pedagogical strategy for enhancing discipline and academic achievement in early childhood education. By providing concrete, experiential, and rule-based learning experiences, traffic simulation supports children’s self-regulation, understanding of social rules, and learning engagement. These findings contribute to early childhood education research by highlighting the value of simulation-based and play-oriented approaches as practical tools for integrating character education and academic development in preschool settings.
Early Childhood Exploitation: A Literature-Based Perspective on Prevention and Intervention Listyowati, Anies; Kinasih, Titah
Journal of Early Childhood Education Research Vol. 1 No. 1 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i1.348

Abstract

Purpose: This research examines contemporary literature perspectives on the prevention and management of early childhood exploitation. Despite growing global attention to child protection, there remains a critical need to synthesize evidence-based approaches that effectively address various forms of exploitation affecting young children. This study aims to identify the most prevalent forms of exploitation, evaluate current prevention and intervention strategies, and provide evidence-based recommendations for comprehensive child protection programs. The significance lies in its systematic analysis of recent literature to inform policy and practice in safeguarding vulnerable children. Methodology: A systematic literature review was conducted analyzing scientific articles published between 2018-2023. Data were retrieved from leading electronic databases using predefined inclusion criteria. A total of 48 selected articles were systematically reviewed and analyzed to identify patterns in exploitation types, prevention strategies, intervention programs, and their effectiveness. Thematic synthesis was employed to categorize findings and assess evidence quality across different protection approaches and contexts. Results : The analysis identified five primary forms of early childhood exploitation: labor exploitation (43%), sexual exploitation (27%), early marriage (18%), exploitation in armed conflict (7%), and online exploitation (5%). Multisectoral programs integrating educational, economic, and legal aspects demonstrated highest effectiveness. Comprehensive trauma recovery programs showed 73% success rate in short-term outcomes, while school-based education (68%) and family strengthening programs (42%) proved effective for long-term prevention. Technology-based solutions offered innovative approaches but faced challenges including data privacy concerns, digital divide, and sustainability issues. Effective policy reform requires strong political commitment, rights-based approaches, and clear accountability mechanisms. Conclusions: This research underscores the importance of evidence-based, multisectoral approaches in preventing and managing early childhood exploitation. Findings highlight the necessity of local contextualization and active child participation in developing protection programs. Future interventions should integrate comprehensive support systems addressing immediate trauma recovery while strengthening families and educational institutions for sustained prevention. Policymakers must prioritize child rights, ensure intersectoral collaboration, and leverage technology responsibly to create effective and sustainable child protection systems.
The Use of Gadgets in Early Childhood: A Literature Review of Benefits and Risks Nila Puspitasari, Ratna
Journal of Early Childhood Education Research Vol. 1 No. 1 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i1.349

Abstract

Purpose: The rapid proliferation of digital technology has fundamentally transformed early childhood education, with gadgets such as smartphones, tablets, and computers becoming increasingly integrated into young children's daily routines. While controlled gadget use demonstrates potential to enhance cognitive, language, and motor development, growing evidence indicates that excessive screen time poses significant risks to social development, sleep quality, and physical health. This literature review examines the dual nature of gadget use in early childhood, aiming to synthesize current evidence on both educational benefits and developmental risks. The study's significance lies in providing comprehensive, evidence-based guidance for stakeholders to navigate the complex landscape of digital technology in early learning environments. Methodology: This study employed a systematic literature review approach, analyzing peer-reviewed research published between 2015 and 2024. Data sources included major academic databases such as Scopus, Web of Science, ERIC, and PubMed. The review synthesized findings from empirical studies examining gadget use among children aged 0-8 years, focusing on educational outcomes, developmental impacts, and screen time management strategies. Thematic analysis was utilized to identify patterns across studies regarding benefits, risks, and effective practices in digital technology integration within early childhood education contexts. Results: The analysis reveals that controlled, educationally oriented gadget use can support skill development in specific domains including literacy, numeracy, and problem-solving when integrated with adult guidance and age-appropriate content. However, excessive unsupervised screen time consistently demonstrates negative associations with language acquisition, attention span, social-emotional competence, sleep duration and quality, and physical activity levels. Children exposed to prolonged screen time without parental mediation show increased risk of encountering inappropriate content, developing problematic usage patterns, and experiencing delays in social skill development. Optimal outcomes occur when screen time is limited, purposeful, co-engaged with caregivers, and balanced with hands-on play and social interaction. Conclusions: This review establishes that gadget use in early childhood presents both opportunities and challenges requiring careful navigation. Effective integration of digital technology in early learning depends critically on establishing clear usage guidelines, ensuring active parental and educator involvement, prioritizing high-quality educational content, and maintaining balance with traditional play-based learning. The findings provide actionable recommendations for parents, educators, and policymakers to develop frameworks supporting beneficial gadget use while mitigating developmental risks, ultimately fostering healthy, technology-enriched learning environments that support children's holistic development in the digital age.
The Impact of the Snakes and Ladders Numbers Game on Early Childhood Numeracy Skills in West Bandung Ramdani, Atep; Yuliantini, Yuliantini; Sumiati, Sumiati; Marlina, Rina
Journal of Early Childhood Education Research Vol. 1 No. 2 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i2.425

Abstract

Purpose: This study aims to explore the use of the "Number Snakes and Ladders" game as an instructional medium to strengthen early numeracy skills in children aged 5–6 years at RA At-Taufiq, Bandung Barat. Methodology: This study employed a descriptive qualitative approach involving 10 children from Class B, with the classroom teacher serving as facilitator. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed thematically following the Miles, Huberman, and Saldaña model. Results : The analysis yielded three key themes. First, from a cognitive perspective, children demonstrated notable progress in recognizing number symbols, sequencing numbers up to 50, and applying one-to-one correspondence when moving tokens according to dice rolls. Second, socially and emotionally, the game nurtured cooperation, patience, and peer support, as children encouraged one another, waited for turns, and reflected on errors. Third, motoric engagement was evident as children actively moved tokens and interacted physically with the game board, enhancing concentration and fine motor coordination. Teachers highlighted the game's adaptability, such as integrating challenge cards and visual markers, which sustained motivation and deepened conceptual understanding. Conclusions: The findings affirm that Number Snakes and Ladders can serve as an enjoyable, flexible, and developmentally appropriate medium for promoting early numeracy while simultaneously supporting socio-emotional and motoric development. In practical terms, the study provides educators with a simple yet effective strategy that can be easily adapted in classroom settings to make mathematics learning more meaningful and engaging for young children.
Harmonising Psychological and Legal Perspectives on Teacher-Child Interactions: A Conceptual Framework for Early Childhood Education Abd Jalil, Muhammad Noor Taufik Bin Abd Jalil; Mulyono, Puput; Agus Santoso, Aris Prio; Komarudin, Ilham
Journal of Early Childhood Education Research Vol. 1 No. 2 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i2.427

Abstract

Purpose: Teacher-child interactions in early childhood education are often shaped by pedagogical practices that lack integration with child development psychology and legal frameworks for child protection. This study aims to develop a conceptual framework that integrates developmental psychology principles with legal regulations to guide quality teacher-child interactions in early childhood settings. Methodology: This qualitative study employs a library research approach, analysing secondary sources including academic literature on child development, early childhood pedagogy, and relevant legal frameworks governing child protection and early childhood education. Results : The analysis resulted in a conceptual framework comprising three core components: input (teacher knowledge of child development and legal standards), process (integration of developmentally appropriate pedagogy with child protection principles), and output (safe, rights-based, and quality interactions). The framework proposes implementation strategies through structured observation, reflective practice, professional supervision, and capacity-building training. Conclusions: The proposed conceptual framework offers a systematic approach to strengthening teacher-child interactions by bridging developmental psychology and legal regulations. While developed through library research, the framework requires empirical validation in early childhood education contexts. It provides a foundation for policy development and professional training programmes aimed at improving interaction quality while ensuring compliance with child protection standards.
Shaping Farmer Regeneration in Early Childhood Through Verticulture Farming System Education Sofinda, Sulik; Santoso, Sugeng; Wibowo, Setyo Ajie; Putri, Yayang Ristiana
Journal of Early Childhood Education Research Vol. 1 No. 2 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i2.436

Abstract

Purpose: Indonesia is currently facing a critical challenge characterized by the declining interest of younger generations in the agricultural sector, as evidenced by the aging farmer phenomenon. This demographic shift poses a significant threat to the sustainability of national food production and agricultural development. To address this pressing issue, this study aims to introduce verticulture farming systems to kindergarten students as an early educational intervention designed to foster agricultural awareness and cultivate future farmer regeneration among young children. Methodology: This study employed a descriptive qualitative approach conducted at Dharma Wanita Maliran 2 Kindergarten in Blitar Regency, East Java, Indonesia. The participants consisted of Group B students aged five to six years. Data were collected through multiple techniques, including systematic observation of children's engagement during agricultural activities, semi-structured interviews with teachers and students, direct hands-on training sessions, and a comprehensive literature review. The educational activities encompassed the introduction of verticulture farming concepts, practical planting experiences, and ongoing plant maintenance routines, further reinforced through the proposed "Friday Gardening" program as a sustainable school-based initiative. Results: The findings revealed that children demonstrated high levels of enthusiasm and active participation throughout the verticulture educational activities. Students gained a meaningful understanding of the benefits of farming and showed improved knowledge regarding plant growth processes. Beyond the acquisition of technical agricultural skills, the activities effectively instilled essential developmental values, including a sense of responsibility, heightened environmental awareness, teamwork, and collaborative behavior among the young learners. Conclusions: This study concludes that verticulture-based farming education can serve as an effective and contextually relevant strategy to initiate farmer regeneration from an early age. Integrating agricultural education into early childhood curricula has the potential to shape positive attitudes toward farming and contribute to addressing the generational gap in Indonesia's agricultural workforce.
Improving Early Childhood Educators' Communication Skills for Optimal Child Growth and Development Harianto, Jimi; Nurrohmah, Fiky; Ardinda, Revalina
Journal of Early Childhood Education Research Vol. 1 No. 2 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i2.520

Abstract

Purpose: The causal relationship between teacher communication skills and early childhood developmental outcomes has been a central focus of empirical inquiry in early childhood education literature. While effective teacher-child communication is widely recognized as a critical driver of children's cognitive, linguistic, and socio-emotional growth, a comprehensive synthesis of existing evidence remains necessary to establish a solid theoretical foundation for the design of teacher training programs. This literature review aims to synthesize empirical evidence from previous research on the impact of improving early childhood teachers' communication skills on key developmental indicators in early childhood. The study's significance lies in providing an evidence-based framework to inform the development of communication-competency-focused teacher professional development initiatives. Methodology: This study employed a systematic literature review approach, analyzing peer-reviewed empirical research published between 2020 and 2025. Data sources included major indexed academic databases such as Scopus, Web of Science, ERIC, and Google Scholar. Relevant journal articles employing both qualitative and quantitative methodologies were selected using predetermined keywords related to teacher communication skills and early childhood development. A total of 25 articles meeting the inclusion criteria were identified, critically appraised, and synthesized thematically to identify consistent patterns regarding communication training interventions, pedagogical strategies, and their associated child developmental outcomes. Results : The thematic synthesis of the 25 selected research articles reveals consistent and converging findings. The literature indicates that structured training interventions including coaching, microteaching, reflective practice, and video-based professional learning significantly improve teachers' responsive and instructional communication competencies. Based on evidence from the reviewed studies, these improvements are strongly correlated with measurable child progress across multiple developmental domains, particularly vocabulary acquisition, expressive and receptive language skills, social competence, active participation in classroom interactions, and emotional regulation. Studies further suggest that the quality of teacher-child verbal interaction, characterized by open-ended questioning, contingent responsiveness, and extended discourse, serves as a key mediating factor in facilitating positive developmental outcomes. Conclusions: This review establishes that there is strong, consistent scientific evidence in the literature linking improvements in early childhood teachers' communication skills to more positive child developmental outcomes across cognitive, linguistic, and socio-emotional domains. The findings underscore the critical need for evidence-based, explicitly communication-competency-focused approaches in teacher professional development programs. Recommendations are provided for policymakers, teacher educators, and early childhood institutions to prioritize sustained, practice-oriented communication training as a foundational component of professional development frameworks, ultimately fostering higher-quality teacher-child interactions that support children's holistic development during the critical early years.
Digitalizing Multiple Intelligence Assessment in Early Childhood: A Needs Analysis from Teachers' Perspectives Dita Masdalena; Alfudjar, Tri Milda; Amelia, Lina; Nabila, Aina Nabila
Journal of Early Childhood Education Research Vol. 1 No. 2 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i2.525

Abstract

Purpose: The digitalization of assessment instruments has become critical in early childhood education, yet implementation gaps persist. Multiple intelligence assessment continues to rely on manual methods that are time-consuming and prone to errors. This study analyzes the needs for digitalizing multiple intelligence assessment from teachers' perspectives, examining current practices, technological readiness, perceived benefits and barriers, and requirements for user-friendly digital systems. Methodology: A qualitative exploratory case study was conducted at Khalifah 3 Islamic Kindergarten, Indonesia, during 2024/2025. Data were collected through semi-structured interviews with early childhood teachers as primary assessment implementers. Interviews explored current assessment practices, perceptions of digital technology, digital literacy levels, and digitalization needs. Data were analyzed thematically using Technology Acceptance Model (TAM) and Diffusion of Innovations theory as analytical frameworks. Results: Findings reveal that the kindergarten has not implemented multiple intelligence assessment, with evaluation focused on standard Child Development Achievement Standards (STPPA). Teachers demonstrated positive perceptions toward digital tools with high perceived usefulness regarding time efficiency, documentation ease, improved accuracy, and collaborative capabilities. However, implementation faces constraints including limited digital literacy in advanced spreadsheet functions, inadequate technological infrastructure with insufficient devices and unstable connectivity, and absence of technical support, indicating low perceived ease of use. Conclusions: Based on TAM and Diffusion of Innovations frameworks, the kindergarten is in early technology adoption stages (knowledge and persuasion phases). The contrast between high perceived usefulness and low perceived ease of use indicates recognition of digital benefits but lack of implementation capabilities. Successful digitalization requires comprehensive institutional support including intensive digital literacy training, enhanced technological infrastructure, ongoing technical assistance, and user-friendly assessment templates. Digital transformation must follow a gradual approach encompassing digitalization roadmaps, continuous professional development, and sustained mentoring systems. These findings illuminate the gap between digital assessment potential and implementation reality, offering evidence-based recommendations for supporting teachers' transition to technology-enhanced assessment in resource-constrained contexts.

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