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Dwi Anisa Faqumala
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SEAMEO CECCEP Jl Jayagiri no 63 Lembang, Kab Bandung Barat, Jawa Barat, Indonesia
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INDONESIA
The Southeast Asian Journal of Early Childhood Care Education and Parenting
Published by SEAMEO CECCEP
ISSN : -     EISSN : 27471500     DOI : https://doi.org/10.70896
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
SEA-CECCEP Journal, (Southeast Asian Journal for Early Childhood Care Education and Parenting) is a scientific publication of the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Centre for Early Childhood Care Education and Parenting (CECCEP). It publishes articles on research and analysis regarding major issues of early childhood care and education, early childhood education policy, and parenting relating to children and their families to a broad international readership, including policymakers, researchers, practitioners, and communities. The scopes are within the following fields relating to ECCE and parenting but not limited to: Assessment and evaluation of policy and programs ECCE curriculum and pedagogy Workforce qualifications and development of ECCE staff Financing ECCE services Regulations and standards of ECCE Family and community engagement Quality issues in ECCE and parenting Integration of education and care in ECCE Policy on diversity and social inclusion in ECCE International comparisons of ECCE policy
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 4 No. 01 (2023): SEA-CECCEP" : 5 Documents clear
Memory and Executive Function Development in Baby 12-24 Months: A Screening Method by Mothers Elga Andriana; Ammik Kisriyani; Hanifah Nurul Fatimah
SEA-CECCEP Vol. 4 No. 01 (2023): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v4i01.63

Abstract

The development of memory and executive function in infants is significant for the development of the same aspects at a later stage since during this stage of development, infants are actively developing their core executive function and memory skills. However, research on these two aspects in infants aged 12-24 months in the Indonesian context is still rare. Furthermore, the availability of screening instruments that can be used by mothers to monitor the development of the two aspects is limited. This study aims to develop a method of screening on memory development and executive function that mothers can use for their babies aged 12-24 months. By knowing their child's development in the domain-specific exhibited by the Deferred imitation (DI) task and the A-not-B task, mothers can better understand and obtain feedback regarding their child's development milestones, particularly memory development and executive function. Mothers (N=21) who were involved in this study, filled in pre and post-tests on memory and executive function development, received training to conduct screening by carrying out those 2 tasks to their babies. The mothers were asked to fill in the maternal responsiveness scale to find out the extent of the mother's response rate during interactions with their babies and to see the relationship between their responsiveness and the results of the screening. This study employed a within-subject pre-and posttestdesign. Data were analysed both quantitatively and qualitatively. Qualitative data were gathered through Focus Group Discussion to explore the experiences of mothers when conducting tasks and screening on their babies. The results of this study indicate that the screening method can help maternal participants identify the emergence of memory abilities and executive skills. The screening method used is quite easy and can be carried out by the participants in daily life. However, they need to read the module several times to understand the procedures. Additional analysis showed that maternal responsiveness was associated with a child's better ability to shift from condition A to condition B, but did not confirm an association with DI.
Preference of Early Childhood Teachers in Using Instructional Media: A Systematic Survey Zahid Zufar At Thaariq; Khoirunnisa'
SEA-CECCEP Vol. 4 No. 01 (2023): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v4i01.66

Abstract

Instructional media is a fundamental need for teachers, especially those who teach early childhood, in transmitting messages as taught material. Early childhood teachers have certain preferences when developing (by design) or utilizing instructional media, especially in the realm of digitalization. These preferences are tailored to the learning needs of early childhood. This study aims to find the preferences of early childhood teachers in utilizing or developing instructional media. This quantitative research uses a systematic survey (percentage) approach involving 30 early childhood teachers as respondents. The results showed that there was a dominant preference of early childhood teachers in optimizing instructional media. These preferences include LCD Projectors, traditional whiteboards, wall magazines, Microsoft Word, self-drawing, smartphone cameras, voice recordings, WhatsApp Call, public television, YouTube live broadcasts, Zoom, Capcut, Google, WhatsApp, Google Form and Google Classroom. This means that early childhood teachers' understanding of instructional media is good, but needs to be strengthened in their digitization capabilities. Thus, this research can be used as an alternative reference in empowering early childhood teachers in the future.
“Dancing with Preschoolers Makes My Day”: A Male Educator’s Perspective on His Profession Anti Wulan Nurcahaya; Hani Yulindrasari; Tina Hayati Dahlan
SEA-CECCEP Vol. 4 No. 01 (2023): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v4i01.75

Abstract

Internationally, the profession of preschool educators is more dominated by females than males. Male educators in early childhood education (ECE) are very rare, however, the presence of male and female educators in ECE will be very meaningful in the balance of gender construction in early childhood. This study aims to explore the perceptions of a male teacher at ECE regarding his profession as an ECE teacher as well as a dance teacher. This research used a narrative qualitative approach, conducted in a kindergarten in Bandung that has a male teacher who also teaches dancing extracurriculars. Through the experiences and chronology of the teacher's career journey, the researcher tried to understand the reasons and factors that make the teacher in love and comfortable with his current profession, despite the fact about gender stereotypes in society. The teacher even preferred to continue his career at ECE even though he had been accepted by PPPK (Government Employee with Employment Agreement) at another educational unit (Junior High School). The results of this study indicate that from the male teacher's perspective: (1) working in an ECE environment with preschoolers is more dynamic that encourages creativity, (2) in line with his passion which increases his work engagement and well-being, and (3) there are opportunities for his self-development. Experiences and a supportive environment made a male teacher finally found his passion and chose to work at ECE.
Early Child Development Questionnaire for 0-2 Years (ECD-Questionnaire) Hendriati Agustiani; Laila Qodariah; Mutiara Amanah; Syifa Husni Fadilah
SEA-CECCEP Vol. 4 No. 01 (2023): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v4i01.100

Abstract

Learning and development are in their most rapid period during the first 5 years. Early identification and detection of developmental aspects in infant and young children is essential to maximize the child's potential, and to detect developmental delays early, so that appropriate interventions can be given. Developmental screening tools used in Indonesia today are still translations of screening tools in other countries and there has been no testing regarding their validity and reliability. Therefore, this study aims to develop an Early Child Development Questionnaire for 0-2 Years (ECD-Q) that is suitable for Indonesian children as a source of developmental screening tools. In this research, the process of developing this ECD-Q for 0-2 years old has used the design of measuring instrument development by Cohen & Swerdlik (2009), which consists of a test conceptualization, test construction, test tryout, analysis and revision. The analysis carried out in testing the ECD-Q is the value of internal consistency testing (Cronbach's Alpha), validity testing using CVI, and item analysis testing. Based on trials conducted on 280 mothers with children aged 0-24 months (Age of Mother: M=20.42; SD=4.3 and Age of Children: M=11.3 months; SD=6.8 months). This ECD-Q is a valid instrument based on content validity by expert review. Gross motor, cognitive, and self-help skills are reliable, and most of the items are also valid and have good discriminatory power. Developmental aspects of fine motor skills and language are reliable and can still be sensitive to distinguish the abilities of children over 13 months. In this final version of the ECD-Q, items that have an I-CVI score below 0.8 and have an item-total correlation of below 0.1 are deleted because they are considered less sensitive to distinguish children's abilities. Based on this ECD-Q trial, we recommend further research to increase the number of samples so that they can better represent the condition of children in Indonesia. The results of large-scale trials can be continued to establish group norms from this ECD-Q. A test-retest test would also be very good to see the consistency of this measuring instrument.
Effective Leadership of Kindergarten Principals in Facing the Impact of Learning Loss in Kindergartner During the Covid-19 Pandemic Ocih Setiasih; Aisah Karunia Rahayu; Roby Naufal Arzaqi
SEA-CECCEP Vol. 4 No. 01 (2023): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v4i01.101

Abstract

Online and home learning during the COVID-19 pandemic present several challenges and risks of learning loss that have a long-term impact on children. Because of this, kindergarten principals are encouraged to take practical and strategic steps in dealing with crises for the sake of the continuity and sustainability of education. Thus, this study aims at determining the effective leadership of kindergarten principals in dealing with the impact of learning loss in early childhood during the COVID-19 pandemic. The approach used is qualitative with a case study design and four research participants, namely three principals with different geographical backgrounds. Data were collected through interviews and analyzed using thematic analysis. The research findings show that all participants have had proactive leadership in the ability to choose responses to the pandemic to improve teaching quality, institutional resilience, and the development of further innovation. They took initiative and anticipatory steps to reduce the impact of learning loss, such as blended learning, visiting teacher programs, literacy movements, and parenting programs. Kindergarten principals with rural geographical conditions have not shown a win-win mindset, especially in the aspect of negotiating and finding alternative solutions together, as evidenced by the lack of school efforts to build agreements with school members in overcoming learning loss in children during online learning. Furthermore, kindergartens with suburban geographical conditions did not reflect self-honing behavior in terms of physical dimensions because the pandemic has added a burden to the mind and reduced rest time, which hinders the kindergarten principal in ensuring his physical health.

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