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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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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. 02 (2023): SEA-CECCEP" : 5 Documents clear
Detection and Stimulation of Child Development Questionnaire for 2-4 Years Nira Wulansari; Fitri Ariyanti Abidin; Lenny Kendhawati; Fitriani Yustikasari Lubis; Ajeng Indri Hastuti; Fatima Rahmah
SEA-CECCEP Vol. 4 No. 02 (2023): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v4i02.59

Abstract

Child development involves expected abilities to evolve at various age stages, encompassing motor, cognitive, language, emotional, and social aspects. These fundamental abilities serve as the building blocks for more intricate development. Delays in achieving these milestones can potentially impede later-stage development. This study aims to develop a suitable developmental screening tool for Indonesian children aged 2-4 years, facilitating accurate early detection of developmental delays. The instrument's development involves five stages: (1) Test Conceptualization, (2) Test Construction, (3) Test Tryout, (4) Analysis, and (5) Revision. In the first stage, The Gesell's developmental concept was used. Four child psychologists reviewed the instrument's content during the test construction phase, followed by a feasibility test conducted on four mothers. From an initial formulation of 91 items for ages 2-3 years and 85 items for ages 3-4 years, expert judgment and cognitive interviews led to the elimination of certain items, resulting in 71 items for ages 2-3 years and 75 items for age 3-4 years in the tryout version.The  tryouts were performed on mothers who met the following inclusive criteria: have  children aged 2-4 years with no history of prenatal, post-natal, or developmental delays, not clinically diagnosed psychological problem,  and familiar with the Google form. One hundred eighty-six mothers (age range = 23-48 years, mean = 31 years) participated in the study. The tryout demonstrated the initial validity of all aspects of children's development aged 2-4 years (content validity index range = 0.83–1.00) and  good reliability (range of internal consistency coefficient = 0.562-0.768) for each developmental aspect. Item analysis indicated that only a small number of items need to be eliminated or revised in both age groups.  The results suggest the instrument is a promising tool to measure children development aged 2-4.
The Impact of Responsive Parenting Program Towards Early Childhood Development Outcomes Siti Aisah; Granasti Aprilia
SEA-CECCEP Vol. 4 No. 02 (2023): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v4i02.81

Abstract

Apart from food, sanitation and access to health services, warmth and responsiveness by adult caregivers to a child’s needs are equally important for optimal survival and development. This research was carried out to examine the effect of a responsive parenting program towards early childhood development in 17 ChildFund-assisted locations in Indonesia. A comparative research design was used to compare results of responsive parenting implemented in both intervention and non-intervention groups. Quantitative data were collected out of interviews and assessments with parents and children, examining parenting knowledge, attitude, and practices among a total of 321 parents who participated in the program and 358 non-intervention parents. The development of a total of 311 children of the intervention group and 344 children of the non-intervention group were also measured. The main outcome of early childhood development towards 0 to 35-month-old children is measured through CREDI (Caregiver Reported Early Childhood Development Instrument) and IDELA (The International Development and Early Learning Assessment) for children aged 42 to 72-month-old. Changes in parenting behavior were measured using HOME (Home Observation for Measurement of the Environment) to disclose parental responsiveness and Multiple Indicator Cluster Survey (MICS) version 6 to observe the application of stimulation activities and parental discipline practices towards children.
Strategic Role of Early Childhood Development (ECD) Teacher in Parenting Education Lies Zakaria; Vindya Anjar Pramesti
SEA-CECCEP Vol. 4 No. 02 (2023): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v4i02.82

Abstract

Considering the time spent in early childhood development centre vs. at home – parents/caregivers play bigger role in optimizing children’s growth and development. Ironically, upon entering school, parents were as if “handing over the responsibility” to teachers – considered to be more knowledgeable. Additionally, interaction between teachers and parents was cold, insufficient to do problem solving together, moreover sharing about good parenting practice.This project has been implemented in 3 districts (Bogor, West Lombok, and East Lombok) in Indonesia, involving 120 teachers and 60 school leaders from rural/suburb areas. During the project period, more than 250 parenting sessions were held, with average attendance of 40 parents per session. Most teachers agreed that the project has been helpful in building their understanding of early childhood development, and skills in interacting with children and parents. Most parents admitted that the session was educational and fun. The distinctive features of this project are: First, focus on family instead of child/service. Most teachers’ training focused on curriculum and pedagogy, overlooking family/parenting. Secondly, the andragogy approach, using adult education principles, which includes active participation in discussions, games, and problem solving. This is unlike the conventional one-direction communication and lacking dialogue. Third, introduction of play as part of facilitation methods in parenting class, to help  parents realize about fun-learning concept.
A Comparison of Implementation Curriculum 13 and Merdeka Policies In Inclusive Early Childhood Education Dyah Rufiandri
SEA-CECCEP Vol. 4 No. 02 (2023): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v4i02.83

Abstract

This research compares the policy of implementing curriculum 13 with the merdeka curriculum at the inclusive early childhood education level. teacher readiness, infrastructure facilities, teacher training that supports and the readiness of the government system. The method used is a literature review. The results of the research are that there is no readiness of schools and teachers, as well as policies that are still undergoing improvement. Otherwise, the result of this research is that it can contribute insight and knowledge about the competencies aimed at in the 2013 curriculum and the merdeka curriculum which can be seen from the basic competencies in the 2013 curriculum and Learning Achievements in the merdeka curriculum for early childhood care education (ECCE).
Urgency of STEM Learning Application in Early Childhood Education: A Review of Literature Dara Rosita; Sitti Muliya Rizka
SEA-CECCEP Vol. 4 No. 02 (2023): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v4i02.84

Abstract

The issue of the existence of the technological revolution 4.0 in a mid-Indonesian society, especially Aceh, encouraged educators to continue to transform the education system. It is, of course, related to the challenges of teachers' readiness, including early childhood teachers, in shaping a smart and intelligent generation of Aceh in the global industrial era of 2045. In the future, each generation of Aceh will become a public need and is expected to be able to compete from all sides of life both locally and internationally. With the rapid development of appropriate technology in education, the skills of early childhood teachers are needed in modifying learning. Thus, it can sharpen the mind of students in the fields of science, technology, language, and art. Based on today's data, education in Aceh is left behind in other regions in Indonesia. This is far from the reality and expectation of the motto "Aceh Carong". This phenomenon continues to motivate educators to renovate and find solutions until the education system can educate its generation according to technological needs. The application of the STEM approach is seen as an innovation in modern education to improve scientific and creative thinking skills. This literature study can answer the objectives, potential, and challenges of STEM application in early childhood education. The study findings are also expected to increase teacher understanding of the importance of applying this approach in early childhood learning and to support the practice of teacher professional development in the future.

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