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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 60 Documents
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Bridging the Gap: A Case Study on How NGOs and International Organizations Expand Access to Early Childhood Education in Afghanistan Basira Mujadidi; Hazrat Shah Kayen
SEA-CECCEP Vol. 6 No. 02 (2025): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v6i02.122

Abstract

Early Childhood Care and Education (ECCE) is known worldwide as an important foundation for children’s lifelong learning and development. The paper will discuss how non-governmental organizations (NGOs) and other international agencies can improve the accessibility to ECCE in Afghanistan, what challenges they face and whether their programs are sustainable. The qualitative case study design was used, including semi-structured interviews with the employees of the NGO and the analysis of documents, such as the reports and policy materials. Thematic analysis has demonstrated that there are some recurrent themes, which are capacity building, community-based strategies, teacher training, inclusion, and sustainability. The findings suggest that NGOs have stopped their supportive roles in ECCE to take up the dominant roles in the delivery of education, which involves integrated education, health, and social participation. However, the barriers are the insufficiency of funds, gender limitation, and unpredictable policies. Findings are minimal and cannot be generalized to other weak environments. The limitations are the limited sample size and inaccessibility to organizations that may influence the field of views elicited. The paper concludes that sustainable ECCE with regard to fragility requires long-term investment, ownership of the communities, and policy coherence.
Validating Systemic Factors of STEM Integration in Early Childhood Education and Care Using Mixed Methods Kok Ming Goh; Anuthra Sirisena
SEA-CECCEP Vol. 6 No. 02 (2025): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v6i02.123

Abstract

The rapid global push toward STEM education and the increasing accessibility of robotics have prompted renewed attention to their integration in Early Childhood Education and Care (ECEC). While robotics in early learning has been shown to foster creativity, problem-solving, and socio-cognitive development, its adoption in Southeast Asia remains fragmented, hindered by uneven infrastructure, limited teacher readiness, and inconsistent curriculum alignment. This study aims to map the systemic factors shaping robotics integration in ECEC and to provide a strategic framework for policy and practice across the region. Employing a mixed-methods research design with 17 experts, including early childhood educators, curriculum specialists, and policymakers, the research combined the Nominal Group Technique (NGT) to identify and prioritize key factors, Interpretive Structural Modeling (ISM) to explore hierarchical interdependencies, and the Fuzzy Delphi Method (FDM) to validate expert consensus. Findings revealed five critical factors: teacher competency in STEM pedagogy, availability of age-appropriate robotics, curriculum integration, cost and infrastructure, and parental support and digital literacy. ISM analysis highlighted a dependency chain in which parental support and infrastructure form the foundational conditions, robotics availability and teacher competency act as drivers, and curriculum integration stands as the dependent, strategic goal. FDM validation confirmed strong consensus on teacher competency and curriculum reform, moderate consensus on infrastructure and robotics availability, and conditional consensus on parental engagement, with refinements emphasizing culturally relevant tools, innovative financing, and community-based digital literacy. The study concludes that sustainable integration requires a sequenced, systemic approach addressing foundational and enabling factors before curricular reform. These insights provide a roadmap for educational stakeholders to guide equitable and context-sensitive STEM transformation in early childhood education.
Pre-Service Early Childhood Educators’ Perspectives on Music, Dance, and Drama for Children with Special Educational Needs in Malaysia Suhaila Mohamad
SEA-CECCEP Vol. 6 No. 02 (2025): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v6i02.124

Abstract

Music, dance, and drama are increasingly recognised as powerful pedagogical tools in early childhood education (ECE), fostering creativity, confidence, collaboration, and inclusivity. However, despite policy commitments to inclusion, limited attention has been given to how these art forms can be systematically embedded into teacher preparation, particularly to support children with Special Educational Needs (SEN). This study addressed this gap by examining three questions: (1) How do future early childhood educators perceive the role of music, dance, and drama in enhancing creativity, confidence, and collaboration? (2) In what ways do these art forms contribute to classroom readiness for inclusive practice? and (3) How do pre-service educators understand their potential in fostering inclusion, particularly for children with SEN? Adopting a mixed-methods design, data were collected from 62 undergraduate pre-service early childhood educators through surveys and open-ended reflections. Quantitative findings, analysed using descriptive statistics, indicated strong agreement that music, dance, and drama enhance creativity, build confidence, strengthen collaboration, and prepare educators for diverse classrooms. Qualitative insights reinforced these perspectives, highlighting benefits such as multisensory engagement, empathy-building, and adaptability, while also identifying barriers including limited training, insufficient resources, and few structured opportunities for practice. The study concludes that music, dance, and drama should be positioned as central rather than peripheral within inclusive pedagogy in ECE. Recommendations include embedding these art forms into teacher education coursework and workshops, as well as strengthening institutional support through resources and arts-based partnerships. These findings align with the vision of an equitable, high-quality ECE, positioning music, dance, and drama as transformative tools for inclusive practice across Southeast Asia.
Surviving the Enrollment Crisis:Challenges and Strategies of an Early Childhood Education Provider in Lampung Nanik Yuliyanti
SEA-CECCEP Vol. 6 No. 02 (2025): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v6i02.125

Abstract

This qualitative study examines how a community-based early childhood education (ECE) provider inLampung, Indonesia, namely TK Darul Ma’arif, is navigating an ongoing enrollment crisis. Against the backdropof nationwide declines in ECE participation and growing competition from free public institutions, the studyinvestigates the perspectives of four key stakeholders: the principal, a teacher, the institution committeemember, and a representative of the founding family. Using thematic analysis of semi-structured interviewsconducted in Bahasa Indonesia and translated into English, four major themes were identified: (1) perceivedcauses of enrollment decline, (2) financial and emotional impact, (3) strategies for institutional survival, and (4)resilience rooted in faith, history, and community. Findings suggest that while the school faces real financialpressures due to its reliance on tuition-based income, its ability to continue operating stems from non-materialresources such as long-standing community relationships, historical legitimacy, and a deep sense of moralresponsibility among staff and leadership. Participants also described adaptive strategies including door todoor visits around the area, shared budgeting, wide promotion regardless the limited budget, and maintainingemotional motivation through spiritual and social commitment. The study contributes to the literature on ECEsustainability by highlighting the importance of relational trust and institutional identity as well as supportivecommunity in shaping how schools survive in uncertain conditions. It calls for more inclusive and localizedapproaches in educational policy that support not only infrastructure but also the cultural and moralecosystems sustaining community-based education.
Blended Learning in Brunei’s Preschool Education: Innovations, Challenges, and Policy Implications Siti Noorhanida Md Yussof
SEA-CECCEP Vol. 6 No. 02 (2025): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v6i02.129

Abstract

Blended learning, which combines face-to-face and online instruction, gained prominence globally during the COVID-19 pandemic as education systems sought continuity amid school closures. In Brunei Darussalam, blended approaches were introduced across all levels of education, including preschool, where play-based learning and parental involvement are central. However, despite growing adoption, there remains limited literature examining the role, challenges, and developmental appropriateness of blended learning in early childhood education (ECE). This article reviews and analyses existing research, policy documents, and contextual reports related to blended learning in Brunei’s preschool sector, situating the discussion within national priorities such as Wawasan 2035 and the Sistem Pendidikan Negara Abad ke-21 (SPN21). The review identifies innovative practices, including digital storybooks, video-based lessons, interactive home activities, and the use of television and radio programmes to support learning continuity. It also highlights key challenges, such as unequal access to technology, varying parental capacity, limited teacher preparedness for digital pedagogy, and concerns about screen time and child well-being. The analysis suggests that blended learning can enrich preschool education when it is developmentally appropriate, play-oriented, and supported by adults, but it should function as a complement rather than a substitute for face-to-face learning. Policy implications emphasise investment in infrastructure, teacher professional development, and structured parental support to ensure equitable and sustainable implementation.
Emotional Regulation Across Home and School Contexts: A Qualitative Case Study of a 7-Year-Old Child in a Conflictual Indonesian Family Afrilliany; Badru Zaman
SEA-CECCEP Vol. 7 No. 01 (2026): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v7i01.132

Abstract

This study aims to analyze the emotional regulation of a 7-year-old child growing up in a conflictual family environment in Indonesia. The study employed a qualitative descriptive approach using a single case design. The subject was a 7-year-old child living with his mother as a single parent in an extended family environment characterized by recurring interpersonal conflict. Data collection was conducted through semi-structured interviews with the mother, aunt, and class teacher, non-participatory observation of the child's emotional behavior, and supporting documentation. Data were analyzed using thematic analysis involving data reduction, data presentation, conclusion drawing, and verification, with validity ensured through triangulation of techniques and sources. The findings indicate that exposure to family conflict influenced the child's emotional responses, which tended to be reactive within the home context. However, the child also demonstrated emotional regulation through diversion strategies by distancing himself from the source of conflict. In the school environment, the child exhibited more adaptive and stable emotional regulation, highlighting the role of environmental support as a protective factor. While this study is limited to a single case and does not aim for generalization, it contributes to a contextual understanding of emotional regulation within Indonesian family dynamics and underscores the importance of supportive school environments and adaptive parental modeling.
Integrating Drawing and Writing: A Meaning-Making Approach in Brunei Preschool Classrooms Siti Noorhanida Md Yussof
SEA-CECCEP Vol. 7 No. 01 (2026): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v7i01.134

Abstract

This paper examines how drawing and writing interact in preschool classrooms in Brunei Darussalam and how classroom practices influence children’s engagement with early writing. This qualitative exploratory study investigated how preschool children used drawing and writing together during classroom literacy activities in a Brunei government preschool. In Brunei preschools, writing is commonly introduced as part of school readiness and early academic preparation. However, young children often demonstrate greater engagement when drawing is incorporated into literacy activities as part of the meaning-making process. Drawing frequently serves as children’s first mode of expressing ideas, telling stories, and communicating experiences, yet it is sometimes treated as separate from writing in classroom practice. Data were generated through classroom observations, field notes, and examples of children’s drawing and writing. The findings indicate that children moved naturally between drawing and writing when they were encouraged to express ideas freely and participate in meaningful literacy activities. In contrast, highly structured writing tasks focused on copying, correctness, and worksheet completion often resulted in more compliance-oriented participation and reduced engagement. The study also highlights a pedagogical tension within the context of Sistem Pendidikan Negara Abad ke-21 (SPN21), where teachers balance holistic, child-centred learning with school-readiness expectations. The paper argues that recognising drawing as a meaningful component of early writing can strengthen children’s motivation, communication, creativity, and participation in literacy activities while supporting developmentally appropriate early literacy practices in preschool classrooms.
Government Prioritization of Parental Engagement Programs: A Case Study of the ‘Parents as Partners’ Programme in Odisha, India Nikita Jawa
SEA-CECCEP Vol. 7 No. 01 (2026): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v7i01.135

Abstract

A substantial body of research demonstrates that parental engagement positively influences children's educational outcomes. However, considerably less attention has been paid to how governments prioritise and institutionalise parental engagement within public education systems, particularly in marginalised and indigenous contexts. This study examines Odisha's Parents as Partners (PAP) programme, a government-led initiative implemented in tribal residential schools, to understand how parental engagement emerged as a governance priority and the institutional mechanisms through which it was operationalised.  A qualitative case study design was adopted, drawing on seven semi-structured interviews with state, district and school-level stakeholders and one focus group discussion involving four parents. Data were analysed using inductive thematic analysis in NVivo 12 through iterative coding, cross-case comparison and triangulation with government documents and secondary literature. Bronfenbrenner's Bioecological Framework and Kingdon's Multiple Streams Framework guided the interpretation of the findings. The findings demonstrate that the programme represents more than a parental engagement intervention; it reflects a broader shift in educational governance in which parental engagement became institutionalised through political leadership, cross-sectoral coordination and redesigned school-community relationships. While the programme strengthened communication, increased parents' sense of ownership and fostered greater trust between schools and families, persistent structural barriers including poverty, geographic isolation, teacher shortages and institutional capacity constraints continued to limit equitable participation. The study argues that sustainable parental engagement depends not only on parental motivation or school-level practices but also on government prioritisation and institutional support. By conceptualising parental engagement as a governance challenge rather than solely a pedagogical intervention, the paper extends existing parental engagement literature and offers practical lessons for governments seeking to strengthen educational inclusion in marginalised communities.
Family Drawings as a Window into Preschoolers’ Socio-Emotional and Cognitive Development Suman Aslam Perwez; Munir Mehboob Lalani; Ayesha Ayaz Chagani
SEA-CECCEP Vol. 7 No. 01 (2026): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v7i01.138

Abstract

The integration of visual narratives, specifically through family drawings, presents a novel approach to understanding children's socio-emotional landscape. Young children tend to think creatively but cannot express themselves very well. This study examines how children use family drawings to express their feelings, perceptions, and understanding of family dynamics, aiming to provide educators, caregivers, psychologists, and parents with deeper insights into the child's inner world. The researchers collected family drawings from a diverse group of 3–4-year-old preschool students at a private school in Karachi, Pakistan. These drawings were analyzed along with audio recordings of the children's explanations of their artwork. The research analyzed the visual aspects of the family drawings, such as the sizes, positioning, and actions of family members, to understand the children's views on power dynamics, emotional bonds, and social roles within their families. The drawing analysis focused on several key parameters such as the use of colour, the depiction of family structure, the difference between male and female, and the inclusion of emotive features such as smiling faces. Overall, the drawings mostly showed the use of bright and vibrant colours, indicating active engagement and expression. The drawings reflected diverse family roles and identities, with some including extended family members beyond the immediate household. In several drawings, children added objects such as cars, trucks, and dolls, which appeared to reflect their personal interests or connections to their everyday environment. While some children were able to clearly explain and describe their drawings, others found it difficult to verbally express what they had illustrated. These and other findings from the data provides insights to caregivers, educators and parents into young children's perceptions and understanding of their family relationships and social world. Understanding these findings can help them to identify the emotional, social, and cognitive needs of young children and suggest interventions to create a supporting learning environment where their socio-emotional and cognitive needs are met.
From Compliance to Partnership: Rethinking 7KAIH Implementation in Family–School Collaboration Fauziah Rahmat
SEA-CECCEP Vol. 7 No. 01 (2026): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v7i01.139

Abstract

This study examines the implementation of the Seven Habits of Great Indonesian Children (7KAIH) program in early childhood education through the perspective of home–school partnerships. Using a qualitative case study approach, the research was conducted at a private early childhood education institution in Garut Regency, West Java, Indonesia. Data were collected through online questionnaires completed by 14 parents and 23 monthly parental reports documenting children’s habituation practices at home. The data were analyzed using reflexive thematic analysis to explore parents’ perceptions, experiences, and involvement in implementing the program within family contexts. The findings show that parents generally had highly positive perceptions of the 7KAIH program and considered it beneficial for children’s character development. However, positive acceptance did not always result in consistent implementation in daily life. Variations in parental involvement were influenced by situational factors such as work demands, household conditions, time limitations, parental fatigue, and the quality of communication with schools. The study also found that reporting mechanisms functioned ambivalently as both reflective spaces and instruments of institutional control. In many cases, reporting shifted into symbolic administrative compliance rather than meaningful reflection on children’s development. Drawing on Heckhausen’s action regulation perspective, the findings indicate a gap between motivational acceptance and volitional consistency in maintaining habituation practices. Furthermore, the study highlights that effective implementation of habituation programs depends not only on program design but also on the quality of trust-based and adaptive home–school partnerships. The study concludes that transformational school leadership is essential in developing humane, reflective, flexible, and context-sensitive partnership cultures. Habituation programs should be integrated realistically into family routines through approaches such as habit stacking so that character formation can develop gradually and sustainably within everyday family life.

Page 6 of 6 | Total Record : 60

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