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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 55 Documents
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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.
Awareness of Dyscalculia Among Educators and Stakeholders in Malaysia Sai hoe fu
SEA-CECCEP Vol. 5 No. 01 (2024): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v5i01.87

Abstract

Despite the growing recognition of dyscalculia as a significant learning difficulty, awareness among educators remains a concern. This study delves into the awareness of dyscalculia among educators in Malaysia, aiming to shed light on its prevalence and implications for students' learning outcomes. Employing a survey methodology, data were collected from 153 educators and stakeholders across various fields. Descriptive statistics were utilized to analyze the data. The findings reveal that as of 2023, a staggering 47.1% of respondents in Malaysia still lack awareness of dyscalculia. This highlights a crucial gap in understanding within the educational community, potentially hindering support for students with dyscalculia. These results underscore the urgent need for targeted interventions to enhance dyscalculia awareness among educators. Addressing this gap could lead to improved identification and support for students with dyscalculia, ultimately enhancing educational equity and outcomes. This study underscores the importance of incorporating dyscalculia awareness into educational policy and practice to ensure inclusive and effective learning environments for all students.
Implementation of Integrative Holistic Early Childhood Development in Kutai Kartanegara Regency, East Kalimantan Province Heppy Liana; Aslina Yeni; Fajriani Kartika; Utami Dewi
SEA-CECCEP Vol. 5 No. 01 (2024): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v5i01.89

Abstract

Quality Holistic Integrative Early Childhood Development (HI-ECD) is one of the important keys to developing human resources from an early age. The purpose of this research is to find out how the HI-ECD ECD policy is implemented in Kutai Kartanegara District, East Kalimantan Province, Indonesia. In addition, this study also aims to find out the strategies used in the implementation of the policy. This study used descriptive qualitative research methods. The results showed that the Kutai Kartanegara Education Office conducted HI-ECD socialization to 200 ECE managers and teachers. Furthermore, this study found that the HI-ECD policy has been implemented by ECCE managers and teachers in their respective units. Strategies undertaken in implementing HI-ECD include integrated curriculum design and implementation of HI-ECD and parental involvement. However, not all units are implementing these strategies regularly. Collaboration with other government elements has begun. The city government has issued a letter of support for a cooperation agreement for the Community Health Center to support education units by measuring child growth and development and providing healthy food.
Use of the E-Raport Application in Improving Preschool Educators' Digital Literacy Competency Eviani Masruroh Masrur
SEA-CECCEP Vol. 5 No. 01 (2024): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v5i01.92

Abstract

It is hoped that the use of technology, especially the e-Report application, will open up opportunities to increase the understanding and application of digital literacy among ECCE educators. By focusing on the question of how implementing the e-Report application can enrich the digital literacy competencies of ECCE educators, this article explores various scientific literature to identify the benefits, challenges and implications of using this technology in the context of early childhood education. Through in-depth literature analysis, this article details the positive impacts that may result, such as increased efficiency, monitoring children's progress, and the integration of digital literacy in the teaching process. On the other hand, challenges related to policy, infrastructure and lecturer training are also considered to provide a balanced picture.
Early Childhood Science Development Through Experiments on Mixing Colors with Water Media at Al Irsyad Banyuwangi Kindergarten Age Group 5-6 Years Fidya Salim Bakrisuk; Ruqoyyah Fitri
SEA-CECCEP Vol. 5 No. 01 (2024): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v5i01.93

Abstract

Early childhood is crucial for fostering curiosity and interest in science. This research aims to examine the development of early childhood science through experiments mixing colors with water as a medium at the Al Irsyad Banyuwangi Kindergarten in the 5–6-year age group. This research uses a qualitative method with a case study approach. Data collection was carried out through observation, interviews, and documentation. Data analysis was carried out using qualitative descriptive analysis techniques. The research results show that the experiment of mixing colors with water as a medium is effective in developing early childhood science, including aspects of knowledge, scientific processes, and scientific attitudes. In the knowledge aspect, children can recognize primary, secondary, and tertiary colors well. In the scientific process aspect, they are skilled in carrying out observations, experiments, and communication. In the scientific attitude aspect, children show increased curiosity, creativity and critical thinking. An interesting finding is the child's ability to discover new colors from primary colors and apply them in everyday life, such as when painting and drawing. This shows that this experiment can foster creativity and problem solving in children. In conclusion, the experiment of mixing colors with water as a medium is an appropriate strategy for developing science in early childhood, especially in the aspects of knowledge, scientific processes and scientific attitudes.
Self-Independent Computer Operation by Children in Early Childhood Education Lutfitra Rahmilla Rizqika; Ade Dwi Utami
SEA-CECCEP Vol. 5 No. 02 (2024): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v5i02.95

Abstract

This research investigates how young children in early childhood education settings using computers independently. It studies the independent way in which children engage with and gain knowledge from computer technology, without the need for continuous adult monitoring. By conducting qualitative observation and analysis, the study investigates the developmental advantages, obstacles, and consequences of individuals interacting independently with computers. This research focuses on how children interact with technology and how it affects their learning. Observation of children, interviews with teachers, and documentation of children's learning were used to collect data. The findings of this study reveal that kids use computers on their own and play educational games to enhance their learning. Research indicates that being exposed to independent computer use at a young age promotes digital literacy, problem-solving skills, and self-directed learning in children. The research results suggest that incorporating ICT into early childhood education shows great potential for improving children's learning experiences. The study underscores the importance of balancing technological access with pedagogical support to optimize educational outcomes in early childhood contexts.
Exploring Preschool Teachers’ Writing Beliefs and Practices in the Context of Brunei Darussalam Siti Noorhanida Md Yussof
SEA-CECCEP Vol. 5 No. 02 (2024): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v5i02.99

Abstract

This qualitative study examines preschool teachers' writing beliefs and practices through interviews and thematic analysis. It explores the diverse writing activities used, emphasizing foundational skills like handwriting and spelling. While teachers expressed concerns about readiness to teach writing and the need to boost children's writing motivation, they showed enthusiasm and confidence in their writing capabilities. Recommendations include targeted professional development, a balanced approach to writing instruction, and collaboration among teachers to enhance writing outcomes in preschool settings. This study underscores the importance of supporting preschool teachers in developing effective writing instruction practices for early literacy skills and student writing development.

Page 4 of 6 | Total Record : 55

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