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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 16 Documents
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Unlocking the World of Words: Exploring the Use of Picture Storybooks in Enhancing Early Childhood Speaking Skills Kusumawati
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.v1i2.529

Abstract

Purpose: Speaking ability is a fundamental aspect of early childhood language development, as it underpins effective communication and social interaction. However, many children in early childhood education settings still exhibit limited speaking skills, necessitating appropriate instructional strategies. This study aims to describe teacher strategies in improving early childhood speaking skills through picture storybooks and to identify the supporting and inhibiting factors in the learning process at Group B of TK Islam Yaroja. Methodology: This study employed a descriptive qualitative approach. The participants consisted of one classroom teacher and 20 children of Group B at TK Islam Yaroja. Data were collected through observation, interviews, and documentation. The data were analyzed using an interactive model comprising data reduction, data display, and conclusion drawing to ensure the credibility and trustworthiness of the findings. Results : The findings revealed that teacher strategies, including interactive reading, question-and-answer activities, and story retelling using picture storybooks, effectively improved children's speaking skills. Of the twelve children who were initially categorized as undeveloped, ten showed significant improvement, progressing into the developing and developed as expected categories. Supporting factors included children's enthusiasm toward picture storybooks and the teacher's creativity in delivering stories, while inhibiting factors included limited book availability and varying levels of children's confidence. Conclusions: Picture storybooks serve as an effective learning medium for stimulating children's confidence and enhancing their speaking ability in early childhood education settings. Teacher strategies that incorporate interactive and dialogic approaches through picture storybooks can significantly foster children's verbal development. These findings contribute to the growing body of literature on early childhood language pedagogy and offer practical implications for educators seeking to optimize speaking skill development in kindergarten settings.
The Impact of Poverty in the Implementation of Play-Based Pedagogy in Early Childhood Education in Mutare Rural Muchandiona, Cosmas; Machiridza, Emilda Rumbidzai; Mwaruta, Fortunate
Journal of Early Childhood Education Research Vol. 2 No. 1 (2026): 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.v2i1.552

Abstract

Purpose: This qualitative study investigates how poverty impacts the implementation of play-based pedagogy (PBP) in Early Childhood Education (ECE) centres in Mutare Rural, Zimbabwe. While PBP is globally recommended as a developmentally appropriate practice, its feasibility in low-resource, rural contexts remains critically under-researched. This study addresses this gap by examining the specific barriers poverty creates, the adaptive strategies educators employ and how socio-economic deprivation shapes the nature of children's learning. Methodology: Data were collected through semi-structured interviews with 5 ECE educators, focus group discussions with 20 caregivers and systematic observations across ten purposively selected ECE centres. Thematic analysis revealed that poverty fundamentally reconfigures PBP from a child-centred, exploratory ideal into a practice of 'survivalist adaptation Results: Key findings show that severe material scarcity and infrastructur al deficits create 'pedagogical deserts,' while chronic child hunger directly impairs the cognitive energy necessary for engagement. In response, ECE educators engage in exhausting, unsupported labour, improvising with local materials and indigenous games in a process of 'innovation by desperation.' Conclusions: The study concludes that poverty does not merely weaken PBP but actively produces an alternative, constrained pedagogy. It argues for an integrated policy response that combines material support, context-specific teacher training in low-resource PBP and the formal curricular integration of indigenous play practices to foster sustainable and equitable early learning.
Cross-Cultural Parenting Practices in Dutch-Indonesian Intercultural Families: Perspectives on Child-Rearing Between Individualism and Collectivism Verhoeckx, Marleen
Journal of Early Childhood Education Research Vol. 2 No. 1 (2026): 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.v2i1.561

Abstract

Purpose: Intercultural marriages between Dutch and Indonesian partners represent a culturally significant yet underexplored configuration in cross-cultural parenting scholarship. This study examines how individualistic Dutch and collectivistic Lombok-Indonesian cultural values shape divergent child-rearing practices, and how an intercultural parent navigates and negotiates these differences in everyday family life. The study is motivated by the near-absence of qualitative research on Dutch-Indonesian intercultural families and the lack of scholarly attention to Lombok-Sasak parenting practices in the international literature. Methodology: A qualitative narrative inquiry approach was employed, drawing on the lived experience of Marleen Verhoeckx, a Dutch social worker with professional specialization in mental health, a year-long government-funded immersion in Indonesian culture and language (Darma Siswa scholarship), and sustained parenting experience within a Dutch-Lombok intercultural household. Data were generated through in-depth narrative reflection and analyzed thematically using Hofstede's individualism-collectivism framework and Greenfield et al.'s cultural pathways theory as guiding analytical lenses. Results: Seven thematic dimensions of cross-cultural parenting difference were identified: sleep arrangements, postnatal support structures, birth rituals, physical contact norms, responses to infant distress, parental decision-making, and gender roles. Dutch parenting was characterized by early infant sleep independence, professional kraamzorg postnatal care, reflective responses to child distress, egalitarian co-parenting, and shared gender roles. Lombok-Indonesian parenting was characterized by mother-infant co-sleeping, family and dukun bayi-based postnatal support, the medaq au birth naming ceremony, communal infant engagement, immediate gratification of infant distress, authority-based decision-making, and gender-differentiated caregiving roles Conclusions: The findings reveal a coherent and systematic alignment between Dutch parenting practices and individualistic cultural values, and between Lombok-Indonesian practices and collectivistic cultural values, extending Hofstede's framework into the specific Dutch-Indonesian intercultural context. This study contributes ethnographically specific knowledge about Lombok-Sasak child-rearing to the cross-cultural early childhood literature and offers practical insights for social workers, family counselors, and early childhood practitioners supporting intercultural families. The findings underscore the importance of cultural humility in professional practice and call for future research incorporating multiple participants and longitudinal perspectives.
Curriculum Innovation in Early Childhood Education: A Framework for Developmentally Appropriate Learning Asih, Dybio Dompu Hot; Simanullang, Jasael; Br Bangun, Atania Rosbina
Journal of Early Childhood Education Research Vol. 2 No. 1 (2026): 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.v2i1.559

Abstract

Purpose: Early childhood education (ECE) serves as a foundational stage for children's holistic development, yet many programs continue to rely on conventional curricula that inadequately address children's diverse developmental needs. This study examines curriculum innovation and pedagogical advancement in ECE settings, with the aim of proposing a framework for developmentally appropriate practice (DAP) that integrates child-centered, progressive pedagogical approaches to support children's cognitive, social, and emotional development. Methodology: A qualitative case study design was employed across multiple early childhood education centers. Participants comprised early childhood teachers, curriculum coordinators, and school administrators directly involved in curriculum planning and implementation. Data were generated through semi-structured interviews, classroom observations, and document analysis of curriculum materials and lesson plans. Thematic analysis was used to identify patterns across curriculum innovation, pedagogical practices, and developmental appropriateness. Trustworthiness was established through data triangulation and member checking. Results: Findings reveal that curriculum innovation meaningfully enhances developmentally appropriate learning when grounded in child-centered pedagogical practices. Key innovative strategies identified include play-based learning, inquiry-based activities, and integrated thematic curriculum design. These approaches were associated with increased children's engagement, creativity, collaborative behavior, and problem-solving competencies. Teachers who adopted reflective practice and flexible curriculum adaptation demonstrated greater responsiveness to children's diverse developmental needs. Conclusions: Integrating curriculum innovation with progressive pedagogy offers a robust foundation for developmentally appropriate learning in early childhood settings. The proposed framework foregrounds child-centered environments, flexible curriculum structures, and reflective teaching as core principles. These findings carry practical implications for ECE educators, curriculum developers, and policymakers committed to improving the quality and responsiveness of early childhood education programs.
Chronological Picture-Based Storytelling to Improve Understanding of Dual Simultaneous Instructions in Early Childhood Alwia, Alwia; Azhari, Supian
Journal of Early Childhood Education Research Vol. 2 No. 1 (2026): 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.v2i1.563

Abstract

Purpose: This study aimed to improve the language development of children aged 4–5 years, specifically their ability to understand and execute two simultaneous instructions, through chronological picture-based storytelling activities in Group A of TK Pertiwi VII Saruran. Methodology: A Classroom Action Research (CAR) design was employed, consisting of two cycles, each incorporating four phases: planning, implementation, observation, and reflection. The study involved 10 children (aged 4–5 years) in Group A. Data were collected through structured observation checklists using a four-point developmental scale: Not Yet Developed (BB), Beginning to Develop (MB), Developing as Expected (BSH), and Developing Very Well (BSB). Classical mastery was set at 80%. Results: In Cycle I, 50% of children (5 out of 10) achieved the mastery threshold. Following instructional refinements in Cycle II (simplification of instruction syntax, integration of commands into story dialogue, and progressive scaffolding), the mastery rate increased to 80% (8 out of 10), meeting the classical mastery criterion. Conclusions: Chronological picture-based storytelling is an effective instructional strategy for enhancing the receptive language development of early childhood students. The integration of sequential visual cues with narrative commands provides a structured, engaging, and contextually meaningful scaffold for dual-instruction comprehension. These findings contribute to early childhood language pedagogy and support the use of culturally relevant, visual storytelling as a differentiated instructional tool.
Colorful Box Media as a Cognitive Intervention: Enhancing Three-Seriation Classification Skills in Children Aged 4–5 Years Azizah, Wafiq; Nugraha, Yudhi Purwa
Journal of Early Childhood Education Research Vol. 2 No. 1 (2026): 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.v2i1.564

Abstract

Purpose: This study examines the effectiveness of colorful box media as a concrete manipulative intervention to enhance the three-seriation object classification skills of children aged 4–5 years in early childhood education settings. Methodology: A Classroom Action Research (CAR) design following Kurt Lewin's cyclical model was employed across two cycles, each comprising planning, implementation, observation, and reflection phases. Sixteen children (7 boys, 9 girls) from Group A of TK PGRI Kabere participated. Data were collected via structured observational checklists aligned with national early childhood development standards (Permendikbud No. 137/2014), covering three classification dimensions: colour, shape, and size. Mastery criteria followed an 80% class completion threshold. Results: In Cycle I, 44% of children (n = 7/16) achieved mastery, with persistent difficulties in shape and size classification attributed to ambiguous basket coding and insufficient pre-activity scaffolding. Following targeted modifications in Cycle II, including shape-congruent basket design, competitive game elements, and explicit pre-play orientation, the mastery rate reached 100% (n = 16/16), surpassing the required minimum criterion. Conclusions: Colorful box media constitutes an effective, low-cost concrete manipulative for promoting logical classification in young children, provided that material design is developmentally aligned, multi-dimensional in scope, and embedded in structured play-based pedagogical routines. Findings contribute to the evidence base for hands-on media design in early childhood cognitive education.  

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