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Journal of Childhood and Elementary Studies
Published by CV. SPDF HARMONY
ISSN : -     EISSN : 31108113     DOI : https://doi.org/10.64268/joces.v1i2.103
Core Subject : Humanities, Education,
Humanities Other
Journal of Childhood and Elementary Studies (JoCES) emphasizes scholarly studies that examine learning processes, child development, human factors, and the use of educational media and technology in early childhood and elementary education contexts. The journal integrates theory and practice to support the development of effective, inclusive, and developmentally appropriate educational practices for young learners. JoCES publishes research articles and review papers that contribute to the advancement of childhood and elementary education through interdisciplinary and evidence-based approaches.
Arjuna Subject : Ilmu Sosial - Perkembangan
Articles 10 Documents
 1 
Human-centered leadership strategies for religious and moral development in early childhood education Afrida Yuli; Luthfatun Nisa; Jamiludin Usman; Rasyidi
Journal of Childhood and Elementary Studies Vol. 1 No. 1 (2025): Journal of Childhood and Elementary Studies
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/joces.v1i1.98

Abstract

Background: Early childhood education is a critical stage for the development of religious and moral values, as children undergo rapid cognitive, emotional, and behavioral growth. School leadership plays a strategic role in shaping learning environments that support value formation. However, leadership practices in early childhood education are still rarely examined from a human factor perspective. Aims: This study aims to analyze human-centered leadership strategies implemented by school principals in fostering religious and moral development among early childhood learners and to identify human-related constraints in their implementation. Method: This study employed a qualitative descriptive approach. Data were collected through direct field observations, participatory observation, and documentation at an early childhood education institution. The data focused on leadership practices, daily learning activities, and interactions among principals, teachers, students, and parents. Data analysis followed the stages of data reduction, data organization, interpretation, and conclusion drawing. Results: The findings reveal that principals implemented three main human-centered leadership strategies: habituation, role modeling, and partnership. Habituation involved routine religious and moral activities, role modeling was demonstrated through disciplined and ethical behavior by educators, and partnership emphasized collaboration with teachers, parents, and the community. Despite positive impacts on children’s moral and religious development, several challenges were identified, including limited facilities, insufficient variation in teaching methods, and negative environmental influences such as excessive digital device use. Conclusion: Human-centered leadership strategies contribute significantly to the development of religious and moral values in early childhood education. Strengthening institutional support and collaboration with parents is essential to optimize these strategies.
The role of teachers in developing noble character in early childhood education Royana Ashari; Uswatun Hasanah; Yessy Andini Putri; Nur Aini; Nadia Arifatul Jannah
Journal of Childhood and Elementary Studies Vol. 1 No. 1 (2025): Journal of Childhood and Elementary Studies
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/joces.v1i1.99

Abstract

Background: Early childhood education plays a vital role in the formation of noble moral character, as this stage strongly influences children’s attitudes, behaviors, and value internalization. Character development in early childhood is not formed through instruction alone, but through consistent habituation, role modeling, and meaningful social interaction. Teachers therefore hold a strategic position as educators and moral exemplars. However, empirical studies that specifically examine teachers’ everyday roles in shaping children’s noble moral character remain limited. Aims: This study aims to describe the roles of teachers in the development of noble moral character among early childhood learners, focusing on teachers’ functions as educators, role models, developmental planners, and consultants and mediators. Method: This study employed a descriptive qualitative research approach. Data were collected through semi-structured interviews, classroom observations, and documentation involving teachers at an early childhood education institution. Data analysis was conducted through data organization, description, and interpretation to obtain an in-depth understanding of teachers’ roles in character development. Results: The findings indicate that teachers play four main roles in developing noble moral character: educators who integrate moral values into learning activities, role models who demonstrate positive behavior, developmental planners who design character-oriented activities, and consultants and mediators who guide children in resolving social and emotional challenges. These roles are implemented through habituation, daily interaction, and collaboration with parents. Conclusion: Teachers play a crucial role in the development of noble moral character in early childhood education. Strengthening teachers’ competencies and maintaining collaboration between schools and families are essential to support sustainable character development in early childhood.
Ball-based learning media and children’s engagement in developing gross motor skills in early childhood education Sovia Mas Ayu; Sulistia
Journal of Childhood and Elementary Studies Vol. 1 No. 1 (2025): Journal of Childhood and Elementary Studies
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/joces.v1i1.100

Abstract

Background: Gross motor development is a fundamental aspect of early childhood education that supports children’s physical coordination, balance, and readiness for learning. Effective stimulation of gross motor skills requires learning experiences that actively engage children through meaningful movement and interaction. Learning media play an important role as mediators between children and movement-based learning activities. However, the use of ball-based learning media is often examined only in terms of motor outcomes, with limited attention to children’s engagement and human factor perspectives. Aims: This study aims to analyze the implementation of ball-based learning media in developing gross motor skills among children aged 5–6 years, with a focus on children’s engagement, coordination, and learning experiences. Method: This study employed a classroom action research design using the Kemmis and McTaggart model. The research was conducted in two cycles involving 21 children aged 5–6 years at RA Bintang Zhafira. Data were collected through observation, performance tests, and learning documentation, and analyzed using descriptive qualitative analysis supported by percentage-based developmental achievement. Results: The findings show a significant improvement in children’s gross motor skills through ball-based learning activities. Gross motor achievement increased gradually from the pre-cycle stage to the end of Cycle II, exceeding the established mastery criteria. Children demonstrated improved coordination, balance, throwing and catching accuracy, as well as higher engagement in learning activities. Conclusion: Ball-based learning media effectively support the development of gross motor skills and children’s engagement in early childhood education. The use of concrete and interactive media oriented toward human factors contributes to meaningful and holistic learning experiences.
Learning environment as a human-centered system for optimizing gifted and talented childhood potential Anelfa Eka Maulina; Syafrimen; Aisyah Hana Robbani
Journal of Childhood and Elementary Studies Vol. 1 No. 1 (2025): Journal of Childhood and Elementary Studies
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/joces.v1i1.101

Abstract

Background: Gifted and talented children possess exceptional intellectual and creative potential that requires appropriate environmental support to be optimally developed. Beyond innate ability, the learning environment plays a decisive role in mediating interactions between children’s characteristics, instructional practices, and learning experiences. However, studies that conceptualize the learning environment as a human-centered system supporting gifted childhood development remain limited, particularly within early childhood education contexts. Aims: This study aims to examine how learning environments function as human-centered systems in optimizing the potential of gifted and talented children, with emphasis on physical, psychological, and social environmental dimensions. Method: This study employed a Systematic Literature Review approach guided by PRISMA procedures. A total of 23 international journal articles and one academic book indexed in Scopus, ScienceDirect, and Google Scholar were analyzed using thematic synthesis. The analysis focused on identifying key environmental dimensions, human factors, and their roles in supporting gifted childhood development. Results: The findings reveal three interrelated dimensions of learning environments that support gifted potential: physical environments that provide adequate resources and learning spaces, psychological environments that foster motivation and emotional security, and social environments characterized by competent teachers and supportive relationships. These dimensions interact dynamically to facilitate academic excellence, creativity, and socio-emotional development in gifted children. Conclusion: The learning environment functions as a human-centered system that mediates the development of gifted and talented children. Optimizing gifted potential requires the integration of physical, psychological, and social environmental supports within early childhood education.
Cooking class–based learning for fine motor skill development in early childhood education Eti Hadiati; Febby Lian
Journal of Childhood and Elementary Studies Vol. 1 No. 1 (2025): Journal of Childhood and Elementary Studies
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/joces.v1i1.102

Abstract

Background: Fine motor skills are essential for early childhood development, as they support children’s readiness for academic learning, self-care, and independent functioning. Fine motor development requires meaningful, repetitive, and developmentally appropriate stimulation. However, learning practices in early childhood classrooms often remain academically oriented and provide limited opportunities for manipulative and experiential activities. Cooking class–based learning offers a play-based and contextual approach that integrates motor activity, engagement, and social interaction. Aims: This study aims to improve the fine motor skills of children aged 5–6 years through the implementation of cooking class–based learning in early childhood education. Method: This study employed a Classroom Action Research design based on the Kemmis and McTaggart model, conducted in two action cycles. The participants were 15 children aged 5–6 years at PAUD Kartini Jatimulyo, South Lampung. Data were collected through observation, interviews, and documentation focusing on manipulative skills, hand–eye coordination, and learning engagement. Data were analyzed using qualitative descriptive techniques through data reduction, data display, and conclusion drawing. Results: The findings show a gradual and substantial improvement in children’s fine motor skills across the research cycles. The proportion of children categorized as Very Well Developed increased significantly in Cycle II, while no children remained in the Not Yet Developed category. Cooking class activities enhanced children’s coordination, precision of hand movements, and active participation during learning. Conclusion: Cooking class–based learning effectively improves fine motor skills in early childhood education. Experiential and play-based activities supported by reflective teaching practices contribute to meaningful motor development and positive learning experiences.
Enhancing gross motor skills through tari piring: a classroom action research in early childhood education Heny Wulandari; Jihan Karenita Sari
Journal of Childhood and Elementary Studies Vol. 1 No. 2 (2025): Journal of Childhood and Elementary Studies
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/joces.v1i2.103

Abstract

Background: Gross motor development is a crucial component of early childhood education, as it supports children’s balance, coordination, and overall physical readiness for learning. In practice, gross motor stimulation often relies on repetitive physical exercises that may not fully engage children. Movement-based arts, particularly traditional dance, offer an alternative learning approach that integrates physical activity, rhythm, cultural meaning, and emotional engagement. However, empirical studies examining traditional dance as a structured learning strategy for gross motor development in early childhood classrooms remain limited. Aims: This study aims to enhance the gross motor skills of early childhood learners through the implementation of the Traditional Plate Dance (Tari Piring) using a classroom action research approach. Method: This study employed Classroom Action Research based on the Kemmis and McTaggart model, conducted in two cycles. The participants were 10 children aged 5–6 years enrolled at PAUD Kartini Jatimulyo, South Lampung. Data were collected through observation, interviews, and documentation, and analyzed using a combination of quantitative developmental achievement analysis and qualitative descriptive interpretation. Results: The findings demonstrate a substantial improvement in children’s gross motor skills across research cycles. The proportion of children categorized as Very Well Developed increased from 40 percent in Cycle I to 80 percent in Cycle II, while no children remained in the not yet developed category. Children showed improved balance, coordination, rhythmic movement, and active participation during dance activities. Conclusion: The implementation of Tari Piring as a movement-based learning strategy effectively improves gross motor skills in early childhood education. Traditional dance provides meaningful, engaging, and culturally contextualized learning experiences that support children’s physical development.
Gymnastic play as movement-based learning to enhance bodily–kinesthetic intelligence in early childhood Nilawati Tajuddin; Silvi Indriani
Journal of Childhood and Elementary Studies Vol. 1 No. 2 (2025): Journal of Childhood and Elementary Studies
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/joces.v1i2.104

Abstract

Background: Bodily–kinesthetic intelligence is an essential component of early childhood development, closely related to children’s ability to control body movements, coordinate muscles, and express ideas through physical activity. In early childhood classrooms, stimulation of bodily–kinesthetic intelligence is often limited to routine movement and song activities that do not fully engage children. Movement-based learning, particularly gymnastic play, offers structured physical experiences that integrate balance, strength, coordination, and active engagement. However, empirical evidence examining gymnastic play as a systematic learning intervention in early childhood education remains limited. Aims: This study aims to examine the effect of gymnastic play as a movement-based learning strategy on the improvement of bodily–kinesthetic intelligence in early childhood learners. Method: This study employed a quantitative quasi-experimental design using a posttest-only control group. The participants were children from Group B at TK Harniatun Arrazzaq Bandar Lampung, divided into an experimental group and a control group. The experimental group received gymnastic play activities, while the control group followed conventional movement-based instruction. Data were collected through questionnaires, observations, and documentation, and analyzed using validity and reliability testing, normality and homogeneity tests, and an independent samples t-test. Results: The results show a significant difference in bodily–kinesthetic intelligence between the experimental and control groups. Children who participated in gymnastic play activities achieved higher mean scores and demonstrated better coordination, balance, agility, and movement control compared to those in the control group. Conclusion: Gymnastic play is an effective movement-based learning approach for enhancing bodily–kinesthetic intelligence in early childhood education. Structured and engaging physical activities support children’s motor development and active participation in learning.
A human-centered development of local wisdom–based puzzle learning media for early childhood cognitive development Kumara Dibya; Cahyani Kiftiasah
Journal of Childhood and Elementary Studies Vol. 1 No. 2 (2025): Journal of Childhood and Elementary Studies
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/joces.v1i2.105

Abstract

Background: Early childhood is a critical period for cognitive development, during which children rapidly develop thinking, problem-solving, and symbolic abilities. Learning media play an important role in facilitating cognitive stimulation through play-based and concrete learning experiences. However, many educational puzzle media used in early childhood classrooms lack durability, cultural relevance, and human-centered design considerations. Integrating local wisdom into learning media offers opportunities to contextualize learning while strengthening children’s cultural identity. Aims: This study aims to develop and validate a local wisdom–based puzzle learning media designed to support cognitive development in early childhood, with a focus on media feasibility, teacher usability, and children’s engagement as key human factor indicators. Method: This study employed a Research and Development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The learning media were developed in the form of an acrylic-based puzzle integrating Lampung local wisdom. Data were collected through expert validation sheets, teacher response questionnaires, and observations of children aged 5–6 years during small-scale and large-scale trials. Data were analyzed using descriptive quantitative analysis with a percentage-based approach. Results: The findings show that the developed puzzle media achieved very high validity scores from both media and subject-matter experts. Teacher responses indicated that the media were very attractive, easy to use, and appropriate for early childhood learning. Children demonstrated high levels of engagement, concentration, and cognitive interaction during both trial stages. Conclusion: Local wisdom–based puzzle learning media developed through a human-centered approach are feasible and attractive for early childhood cognitive learning. The integration of cultural content, durable materials, and user-oriented design enhances learning relevance and engagement.
Teachers’ efforts in fostering early childhood independence through life skills–based learning Hanifah Samara; Sabrina Khairunnisa
Journal of Childhood and Elementary Studies Vol. 1 No. 2 (2025): Journal of Childhood and Elementary Studies
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/joces.v1i2.106

Abstract

childhood education, encompassing children’s ability to manage self-care, regulate emotions, take responsibility, and interact socially. The development of independence is strongly influenced by human factors, particularly teachers’ roles and daily pedagogical interactions. Life skills–based learning has been widely promoted as an effective approach to foster independence; however, empirical studies that explore teachers’ efforts and classroom practices from a human-centered perspective remain limited. Aims: This study aims to examine teachers’ efforts in fostering early childhood independence through life skills–based learning, with a focus on teacher–child interactions, learning activities, and independence-related behaviors. Method: This study employed a qualitative descriptive research design conducted at an early childhood education institution. Data were collected through classroom observations, semi-structured interviews with teachers, and documentation of learning activities. Data analysis was carried out through data reduction, data display, and conclusion drawing, supported by triangulation to enhance credibility. Results: The findings indicate that life skills–based learning contributes positively to children’s independence across physical, social, and emotional dimensions. Teachers supported independence through habituation, guided practice, role modeling, and motivational reinforcement. Most children demonstrated independence at the developed-as-expected level, although variations were observed across indicators such as discipline and self-confidence. Conclusion: Teachers play a central role in fostering early childhood independence through life skills–based learning. Human-centered pedagogical practices and consistent daily routines support the gradual development of autonomy. Strengthening collaboration between teachers and families is essential to optimize independence development in early childhood settings.
The effect of educational play tools on fine motor development in early childhood education Nurul Kartika Putri; Delila Nur Hamidah
Journal of Childhood and Elementary Studies Vol. 1 No. 2 (2025): Journal of Childhood and Elementary Studies
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/joces.v1i2.107

Abstract

Background: Fine motor development is a fundamental aspect of early childhood growth that supports children’s readiness for academic tasks, self-care, and independent learning. In early childhood classrooms, fine motor stimulation is closely related to the availability and effective use of educational play tools that encourage active manipulation and sensory–motor coordination. However, learning practices often rely on worksheet-based activities, resulting in limited opportunities for hands-on engagement. Aims: This study aims to examine the effect of educational play tools on the fine motor development of children aged 3–4 years in early childhood education settings. Method: This study employed a quantitative approach using a pre-experimental one-shot case study design. The participants were 17 children aged 3–4 years at Tresna Asih 3 Kindergarten in Bandar Lampung. The intervention involved structured learning activities using educational play tools, including finger painting, seed-based collage activities, origami manipulation, and patterned cutting tasks. Data were collected through observation instruments measuring fine motor indicators and analyzed using descriptive statistics and one-way analysis of variance. Results: The findings indicate that educational play tools have a statistically significant effect on children’s fine motor development. Among the implemented activities, origami and finger painting showed the strongest contributions to fine motor performance, while cutting activities required higher levels of coordination and readiness. Overall, children demonstrated improved finger control, hand–eye coordination, and fine motor precision following the intervention. Conclusion: Educational play tools are effective learning media for enhancing fine motor development in early childhood education. Structured play-based activities supported by appropriate teacher facilitation contribute meaningfully to children’s fine motor skill development.

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